教师教学自主权与教学反思的关系:心理授权和职业承诺的中介作用

doi:10.16187/j.cnki.issn1001-4918.2023.06.10

摘要/Abstract

摘要： 采用问卷调查法对北京23所中小学的教师加以研究,共回收有效问卷数据1341份,使用结构方程模型探讨教师教学自主权对其教学反思的影响,以及心理授权和职业承诺的中介作用。结果发现教师教学自主权对教学反思的直接效应和间接效应均显著,而且,间接效应包含两条路径:教学自主权通过心理授权的单独中介作用以及通过心理授权和职业承诺的链式中介作用影响教学反思。结果表明教师教学自主权与教学反思具有紧密关联,教师心理授权和职业承诺在该关联中发挥重要作用。

关键词: 教师专业发展, 教学反思, 教学自主权, 心理授权, 职业承诺

Abstract: Investigating teachers in 23 primary and secondary schools in Beijing by questionnaire, collecting 1341 valid data in total, and using structural equation model to explore the impact of teachers' teaching autonomy on their teaching reflection and the mediating role of psychological empowerment and professional commitment. The results show that the direct and indirect effects of teachers' teaching autonomy on teachers' teaching reflection are significant. The indirect effects include two paths: teaching autonomy affects teachers' teaching reflection through the separate mediating role of psychological empowerment and the chain mediating role of psychological empowerment and professional commitment. The results show that teachers' teaching autonomy is closely related to teachers' teaching reflection, psychological empowerment and professional commitment play important roles in this connection.

Key words: teacher professional development, teaching reflection, teaching autonomy, psychological empowerment, professional commitment

中图分类号:

G442

姚计海, 蒋雨含, 邹弘晖. 教师教学自主权与教学反思的关系:心理授权和职业承诺的中介作用[J]. 心理发展与教育, 2023, 39(6): 842-849.

YAO Jihai, JIANG Yuhan, ZOU Honghui. The Relationship between Teaching Autonomy and Teaching Reflection: The Mediating Role of Psychological Empowerment and Professional Commitment[J]. Psychological Development and Education, 2023, 39(6): 842-849.

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