学校变革中的教师效能

【作者】 姜飞月；

【导师】 郭本禹；

【作者基本信息】 南京师范大学 ， 基础心理学， 2005， 博士

【摘要】 基于自我效能理论的教师效能,是指教师对其个体或集体成功地组织和实施达成特定目标所需行为过程的能力的判断,是一个包含了教师个体效能和教师集体效能的概念。它遵循自我效能发挥作用的心理机制,即通过认知过程、动机过程、情感过程和选择过程来发挥其效能信念的作用;其形成和发展遵循自我效能感形成和发展的先决条件,即有着亲历的掌握性经验、替代经验、社会说服、心理生理状态这四个效能信息来源,但由于领域的特定性,以及个体和团体的区别,教师个体效能感和教师集体效能感形成和发展的先决条件有其自身的具体性。 30多年来,以自我效能理论为基础,国外的教师效能研究主要围绕着教师效能与教师心理行为机能、教师效能与学校绩效、教师效能的发展变化、在具体领域中的研究这四个方面展开的;自20世纪90年代以来,国内以自我效能理论为基础的教师效能研究主要为概括性的文献综述和理论探讨、教师效能感及与相关因素的实证研究、对教师效能感的结构因素和量表修订以及具体领域中的研究。目前,教师效能的研究尚处于困境之中,但教师效能研究综合分析模式的出现已使困境的解决初现曙光,它应是未来教师效能研究的指导性模式。 当前,我国学校组织形式、学校组织文化、领导模式和学校变革的目标有着转向学校学习型组织,重塑为新型学校组织文化,转变为变革型领导和追求学校效能的趋势。对此,论文分别进行了分析,论述了学习型组织理论、变革型领导理论、学校效能理论和新型学校组织文化的有关内容,分别讨论了它们与教师效能之间的关系,并进行了以小学教师为研究对象的经验实证研究,并得出了一些有意义的结论。如: 1.教师的个体效能感、集体效能感和总体效能感间均存在极其显著的正相关,且教师个体效能感与教师集体效能感之间存在显著的典型相关; 2.教师个体效能感对教师集体效能感具有显著预测作用: 3.学校学习型组织水平与教师个体效能感、教师集体效能感和总体教师效能感均存在极其显著的正相关,且与教师个体效能感和教师集体效能感存在显著的典型相关; 4.学校学习型组织对教师个体效能感、教师集体效能感和总体教师效能感均有显著预测作用; 5.新型学校组织文化与教师个体效能感、教师集体效能感和总体教师效能感均存在极其显著的正相关,且与教师个体效能感和教师集体效能感存在显著的典型相关; 6.新型学校组织文化对教师个体效能感、教师集体效能感和总体教师效能感都有显著预测性; 7.学校变革型领导与教师个体效能感、教师集体效能感和总体教师效能感均存在着极其显著的正相关,且与教师个体效能感和教师集体效能感存在显著的典型相关; 8.学校变革型领导对教师个体效能感、教师集体效能感和总体教师效能感都有显著预测性; 9.教师个体效能感、教师集体效能感和总体教师效能感与学校效能及其各项评估指标均存在极其显著的正相关,且教师效能感与总体学校效能存在显著的典型相关; 10.教师个体效能感、教师集体效能感对总体学校效能都有显著预测性; 11.教师个体效能感和教师集体效能感在学校效能获取中既有直接作用又有中介作用。更多还原

【Abstract】 The teacher efficacy based on the self-efficacy theory is teacher’s judgment of his personal ability or his collectivity abilities that he as a person or they as a whole can successfully organize and implement behaviors through which a special goal is attainted. It is a concept involving teacher personal efficacy and teacher collective efficacy. The teacher efficacy follows the operational mechanism of self-efficacy involving cognitive processes, motivational processes, affective processes and choice process. The precondition of development of the teacher efficacy sense is that of the four efficacy information sources of the self-efficacy sense involving enactive mastery experience, vicarious experience, social persuasion and psychological and physiological states. But the precondition of the sense of teacher personal efficacy or the teacher collective efficacy development has its’ speciality for the special applied domain and the difference between the person and group.Based on the self-efficacy theory, the teacher efficacy reaserches in thirties years in the western country are on the relations between the teacher efficacy and teacher’s functions of psychologies and behaviors, the relations between the teacher efficacy and school performance , and the development and change of the teacher efficacy. The teacher efficacy researches since 1990s in our country are on the general literature summarization and theoretic issues, the relations between the sense of teacher efficacy and its’ related factors, t the structure of the teacher efficacy and revision of teacher efficacy scales, and the applications in special domain. At present, the teacher efficacy researches are in difficulties, but the synthetic analysis model of teacher efficacy reasearch should be regarded as a directional model of the teacher efficacy researches in the future, because it is a initial solution for the difficulties.Currently, the school organizational form, school organizational culture, leading model and goal of school changing have trends to the school learning organization, school new organizational culture, school transformational leadership and school effectiveness. So, those trends are analyzed, the related contents about learning organization theory, transformational leadership theory, school effectiveness theory and school new organizational culture are dwelled on, the relations between them and teacher efficacy are respectively discussed, and the elementary school teachers taken as study objects, the experience researches of the relations are made in this thesis. There are some significative conclusions as follows:1、 There are most significant positive correlations among the teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense, and there is a significant canonical correlation between the teacher personal efficacy sense and teacher collective efficacy sense.2、 The teacher personal efficacy sense is a significant predictor of the teacher collective efficacy sense.3、 The school learning organization level is most significantly positively correlated to the teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense, respectively. And there is a significant canonical correlation between the school learning organization level and the teacher personal efficacy sense and teacher collective efficacy sense4、 The school learning organization is a significant predictor of the teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense.5> The school new organizational culture is most significantly positively correlated to the teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense, respectively. And there is a significant canonical correlation between the school new organizational culture and the teacher personal efficacy sense and teacher collective efficacy sense.6^ The school new organizational culture is a significant predictor of the teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense.7> The school transformational leadership is most significantly positively correlated to the teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense, respectively. And there is a significant canonical correlation between the school new organizational culture and the teacher personal efficacy sense, teacher collective efficacy sense.8^ The school transformational leadership is a significant predictor of the teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense.9n The teacher personal efficacy sense, teacher collective efficacy sense and teacher holistic efficacy sense are significantly positively correlated to school effectiveness and its composed indexes, respectively. And there is a significant canonical correlation between the teacher efficacy sense and school effectiveness.10> The teacher personal efficacy sense, teacher collective efficacy sense are all the significant predictors of the school effectiveness.IK The teacher personal efficacy sense and teacher collective efficacy sense can both directly influence school effectiveness and act as agency of the school learning organization, school new organizational culture and school transformational leadership that influence school effectiveness.更多还原