A multi-level moderation analysis of teacher immunity, school climate, and teaching quality among English-as-a-foreign-language teachers in China

被引：0
|
作者：
Sun, Ke [1 ]
Li Jiang, Anne [1 ]
Jin, Yinxing [2 ]
机构：
[1] Northeast Normal Univ, Sch Foreign Languages, Changchun, Peoples R China
[2] Hainan Normal Univ, Sch Foreign Languages, Haikou, Peoples R China
来源：
TEACHING AND TEACHER EDUCATION | 2025年 / 159卷
关键词：
EFL teachers; Teacher immunity; Teaching quality; School climate; Multilevel moderation modelling; CLASSROOM CLIMATE; JOB-SATISFACTION; SELF-EFFICACY; EFFECT-SIZE; PERCEPTIONS; COMPETENCE; RESILIENCE; FRAMEWORK; EMOTIONS; STUDENT;
D O I：
10.1016/j.tate.2025.105005
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
This study explored the interplay between teacher immunity, school climate, and student-reported teaching quality. Data were collected from 107 secondary school English-as-a-foreign-language (EFL) teachers and their students (N = 2587) in China. Employing multi-level moderation modelling, the analysis revealed that teacher immunity positively predicted teaching quality. Moreover, school climate moderated this relationship: a supportive school climate amplified the positive impact of teacher immunity on teaching quality, while an unsupportive school climate weakened this effect. These findings underscore the context-sensitive nature of teacher immunity and the crucial role of school climate in shaping teachers' teaching effectiveness.
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页数：10
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