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“双减”背景下校长教学领导力对教师专业学习共同体的影响：教师职业幸福感的中介作用

The Impact of Principals’ Instructional Leadership on Teacher Professional Learning Communities under the “Double Reduction” Policy: The Mediating Role of Teachers’ Professional Well-being

教育研讨 / 2024,6(5)：1328-1335 / 2024-10-12 55 63

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• 作者： 贾双黛      任翎语      周雪莹      于敏章     
• 单位：

  成都师范学院教育与心理学院，成都

• 关键词： “双减”；校长教学领导力；教师专业学习共同体；教师职业幸福感
• “Double Reduction”; Principals’ instructional leadership; Teacher professional learning communities; Teachers’ professional well-being
• 摘要： 教师专业学习共同体作为我国教育研究领域的新视角，对促进教师专业发展与教师协作有着重要的意义。本研究以中小学教师为研究对象，通过对371份有效问卷进行统计分析，探究校长教学领导力与教师专业学习共同体建设的关系，以及教师职业幸福感的影响作用。研究结果表明：校长教学领导力正向影响教师专业学习共同体，教师职业幸福感在其中起中介作用。由此启示我们，教师需要在新政策背景下重新定位自己的角色，参与构建专业学习共同体，从而促进自身专业能力的发展。同时，中小学校长可以通过提升教学领导力，提升教师职业幸福感，进一步促进教师专业学习共同体的建设。
• Teacher professional learning communities, as a new perspective in China’s education research, play a significant role in promoting teachers’ professional development and collaboration. This study, focusing on primary and secondary school teachers, conducted a statistical analysis of 371 valid questionnaires to explore the relationship between principals’ instructional leadership and the construction of teacher professional learning communities, as well as the mediating role of teachers’ professional well-being. The results show that principals’ instructional leadership positively influences teacher professional learning communities, and teachers’ professional well-being acts as a mediator in this process. These findings suggest that teachers need to redefine their roles under the new policy context and actively participate in building professional learning communities to foster their professional growth. Additionally, primary and secondary school principals can enhance instructional leadership to improve teachers’ professional well-being, thereby further promoting the development of teacher professional learning communities.
• DOI： https://doi.org/10.35534/es.0605178
• 引用： 贾双黛，任翎语，周雪莹，等．“双减”背景下校长教学领导力对教师专业学习共同体的影响：教师职业幸福感的中介作用［J］．教育研讨，2024，6（5）：1328-1335．