摘要
研究采用结构方程模型,对参与2018年教师教学国际调查(TALIS)的上海市3274名初中教师的问卷数据进行统计分析,以考察教师感知的学校组织文化对认知激活教学的影响。结果发现:教师感知的学校组织文化与认知激活教学呈显著正相关,教师自我效能感在学校组织文化与认知激活教学之间起部分中介作用,团队创新和自我效能感在学校组织文化与认知激活教学之间存在链式中介作用。启示如下:倡导校长的支持型领导风格,建立创新、合作的学校组织文化;组建崇尚创新的专业学习共同体,增强教师认知激活教学的信心;开展认知激活教学成果交流活动,改进教师认知激活教学的行为。
Using structural equation modeling,this study has analyzed data from 3,274 junior middle school teachers in Shanghai who participated in the 2018 international survey of teachers’teaching(TALIS)to explore the impact of perceived school organizational culture on cognitive activation teaching.The results show that there is a significant positive correlation between school organizational culture perceived by teachers and cognitive activation teaching;teachers’self-efficacy plays a partial mediating role between them while team innovation and self-efficacy function as a chain mediator.Such results suggest the following:advocating a supportive leadership from principals and establishing an innovative and collaborative school organizational culture;building a professional learning community that values innovation,enhances teachers'confidence in cognitive activation teaching;promoting the sharing of related teaching achievements and improving teacher behaviors in cognitive activation teaching.
作者
康红芹
KANG Hongqin(Institute of Vocational and Continuing Education,Faculty of Education,Qufu Normal University,Qufu Shandong,273165)
出处
《现代基础教育研究》
2025年第2期60-67,共8页
Research on Modern Basic Education
基金
国家社会科学基金“十四五”规划2024年度教育学一般课题“职业教育赋能乡村新质生产力的模型构建及应用研究”(项目编号:BJA240173)。
关键词
学校组织文化
团队创新
自我效能感
认知激活教学
TALIS
school organizational culture
team innovation
self-efficacy
cognitive activation teaching
TALIS
