EXPLORING THE EFFECTS OF PRINCIPAL LEADERSHIP, SCHOOL CLIMATE, TEACHERS' PSYCHOLOGICAL FACTORS ON TEACHERS' JOB SATISFACTION AND ORGANIZATIONAL COMMITMENT

被引：0

作者：

Dou, Diya ^{[1
]}

Devos, Geert ^{[1
]}

Valcke, Martin ^{[1
]}

机构：

[1] Univ Ghent, B-9000 Ghent, Belgium

来源：

EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES | 2015年

关键词：

Principal leadership; school climate; self-efficacy; teacher autonomy; job satisfaction; organizational commitment; TRANSFORMATIONAL LEADERSHIP; INSTRUCTIONAL LEADERSHIP; SELF-EFFICACY; PROFESSIONAL COMMITMENT; CITIZENSHIP BEHAVIOR; CONSTRUCT-VALIDATION; ANTECEDENTS; MANAGEMENT; CONSEQUENCES; METAANALYSIS;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examines the relationship between principal leadership, school climate, teacher psychological factors, teachers' job satisfaction and organizational commitment under the context of school autonomy reform. A path model has been developed to define the relationships between principal leadership and teachers' outcomes via mediating variables. We collected the data through a survey carried out in 26 senior secondary schools in China. In total 528 teachers and 59 principals and assistant principals participated. The results suggest a significant influence of instructional and transformational leadership on teachers' job satisfaction and organizational commitment, mediated by the indirect impact of school climate and teachers' self-efficacy.

引用

页码：8113 / 8121

页数：9

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