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
收藏
页码：8113 / 8121
页数：9
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