Unboxing the black box: How Principal's regulatory focus shapes teacher innovative pedagogies

被引：1

作者：

Liu, Yutong ^{[1
]}

Zhang, Xin ^{[2
]}

机构：

[1] Harbin Normal Univ, Dept Psychol, 1 Shida Rd,Limin Econ Dev Zone, Harbin 150025, Heilongjiang, Peoples R China

[2] Zhejiang Univ Finance & Econ, Sch Marxism, Hangzhou, Zhejiang, Peoples R China

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 148卷

关键词：

Regulatory focus; Innovative pedagogies; Ambidextrous learning; And learning organization knowledge sharing; ORGANIZATIONAL AMBIDEXTERITY; KNOWLEDGE; LEADERSHIP; FRAMEWORK; GENDER;

D O I：

10.1016/j.tate.2024.104692

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates the impact of principals' regulatory focus on teachers' innovative teaching pedagogies. A survey of 294 teachers from 17 primary schools in China revealed through multivariate analysis that principals' promotion focus significantly enhanced teachers' innovation through exploratory learning and knowledge sharing, while a prevention focus supported innovation through exploitative learning. The findings suggest that educational leaders can foster innovative teaching by aligning professional development programs with principals' regulatory focus, offering practical implications for designing effective teaching practices.

引用

页数：11

共 87 条

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