牙科领导培训计划的教师自我评估:一个试点研究
Felicia L Tucker-Lively1, Ruojun Esther Wu2, Bryan J Cook3
1Academy for Advancing Leadership, Atlanta, Georgia, USA.
Journal of dental education
|October 24, 2025
概括
与外部评估相比,牙科教师倾向于低估他们的领导能力. 结果表明,将反纳入专业发展,以提高牙科教育领导力的有效性.
科学领域:
- 牙科教育 牙科教育
- 领导力研究 领导力研究
- 专业发展专业发展
背景情况:
- 准确的自我评估对于教师的专业发展至关重要.
- 牙科教育领导能力的自我评估还没有得到充分的探索.
- 本研究通过检查自我评估与外部评估的一致性来解决这一差距.
研究的目的:
- 调查牙科教师自我评估与教学,指导和领导能力的外部评估之间的一致性.
- 分析与性别和学术等级相关的自我评估准确性.
- 识别牙科教师在领导力技能自我感知方面的差异.
主要方法:
- 使用领导力实践清单 (LPI 360) 进行领导力技能评估.
- 收集了大约80个牙科院系的数据,每个院系有8-10个观察员评估.
- 工作人员使用曼-惠特尼U测试进行统计分析 (p < 0.05).
主要成果:
- 与观察员相比,教师普遍低估了他们的领导能力.
- 团队建设和协作得分最高;共同愿景的启发得分最低.
- 女性的自我评价较为温和,特别是在诚信和创新方面;男性的评价更接近观察者. 助理教授对创新的评价更高;副教授更自我批评.
结论:
- 牙科学院对领导实践的自我评估存在显著差异,受性别和等级的影响.
- 外部反对于定制的专业发展计划至关重要.
- 提高牙科教育的领导效率需要将外部反纳入教师发展.
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