The relationship between Chinese preschool principal leadership styles and teacher leadership: Exploring the mediating effect of psychological capital

被引：4
|
作者：
Zhang, Limin [1 ]
Wu, Tingting [2 ]
Liu, Lijia [1 ]
Ren, Ping [3 ]
Lin, Chaopai [4 ]
机构：
[1] Guangzhou Univ, Sch Educ, Dept Early Childhood Educ, Guangzhou, Peoples R China
[2] Huadong Town Cent Presch, Guangzhou, Peoples R China
[3] Guangzhou Univ, Sch Educ, Dept Pedag, Guangzhou, Peoples R China
[4] Cent China Normal Univ, Sch Educ, Dept Early Childhood Educ, Wuhan, Peoples R China
来源：
FRONTIERS IN PSYCHOLOGY | 2022年 / 13卷
关键词：
early childhood education; principal leadership styles; teacher leadership; psychological capital; teacher education; TRANSFORMATIONAL LEADERSHIP; PROFESSIONAL-DEVELOPMENT; MEMBER EXCHANGE; TRANSACTIONAL LEADERSHIP; PERFORMANCE; INNOVATION; SUPPORT; IMPACT;
D O I：
10.3389/fpsyg.2022.1006184
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
Enhancing teacher leadership is not only one of the approaches to improving teaching and learning, but it is also essential to the success of education reform. Based on leader-member exchange theory, 294 preschool teachers in China were surveyed, and a structural equation model was established to explore the relationship between the participating teachers' principal leadership style, teacher leadership and psychological capital. The findings revealed a significant positive correlation between transformational and transactional leadership styles and preschool teacher leadership. The laissez-faire leadership style had no correlation with preschool teacher leadership. The transformational leadership style and transactional leadership style were significantly and positively correlated with psychological capital, while the laissez-faire leadership style was significantly and negatively correlated with psychological capital. The transformational leadership style can positively influence preschool teacher leadership directly and indirectly through psychological capital; and the transactional leadership style can only positively influence preschool teacher leadership indirectly through the mediating role of psychological capital. Preschool teachers' leadership can neither be directly influenced by a laissez-faire leadership style nor be indirectly influenced through the mediating role of psychological capital.
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页数：15
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