摘要
教师道德成长是教师道德行为的结果,要想促进教师道德成长,必须激发教师的道德行为。由于组织公民行为与道德行为在内涵与特征上具有很大的一致性,所以组织公民行为的诱导因素如变革型领导风格、组织支持和工作情境以及作用机制,可以看成是道德行为的激发因素及激励机制。鼓励创新、激活中层、团队合作作为变革型领导风格、组织支持和工作情境作用机制实现的保障策略,具有直接和间接地促进教师道德成长的价值,也是教师道德成长的组织公民行为策略。
Teacher＇s moral development is the result of teacher＇s moral behavior. In order to promote teacher＇s moral development, it is necessary to stimulate teacher＇s moral behavior. There are great consistencies in connotation and characteristics between organizational citizenship behavior and moral behavior, so they share the same inducing factors, such as innovative leadership style, organizational support, and working environment, and effeeting mechanism. The major incentive strategies of organizational citizenship behavior, such as encouraging innovation, activating the middle, and team cooperation, directly or indirectly contribute to teacher＇s moral development, so they are also the strategies of promoting teacher＇s moral development.
出处
《教育发展研究》
CSSCI
北大核心
2012年第24期42-47,共6页
Research in Educational Development
基金
2010年度教育部人文社会科学研究规划基金项目"教师团队组织与教师道德成长"(10YJA880164)的阶段性成果
关键词
道德成长
道德行为
组织公民行为
moral development, moral behavior, organizational citizenship behavior
