Zhang Zhonghua, Lee John Chi-Kin, Yin Hongbiao, Yang Xin
The Melbourne Graduate School of Education, The University of Melbourne, Melbourne, VIC, Australia.
Department of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong Kong SAR, China.
Front Psychol. 2023 Jan 4;13:1042798. doi: 10.3389/fpsyg.2022.1042798. eCollection 2022.
Understanding the sources and the effects of collective teacher efficacy has been one of the central interests to many educational researchers and practitioners, because it is critical to understand how teachers can shape, and are shaped by, the educational processes in schools. Following the social cognitive perspective on the sources and consequences of efficacy beliefs, this study examined how school support influences collective teacher efficacy which in turn affects teachers' organizational commitment.
The participants included 969 teachers sampled from 28 primary and secondary schools in Hong Kong. To appropriately address the nature of collective teacher efficacy and school support as school-level variables, the doubly latent multilevel structural equation modeling approach was used to analyze the data.
The results revealed the mediation mechanism played by collective teacher efficacy in explaining the effect of school support on teachers' organizational commitment.
Schools are suggested to consider fostering a supportive school environment as a strategy to improve teachers' collective efficacy beliefs if it is wished to enhance teachers' commitment to schools.
了解集体教师效能感的来源及其影响，一直是许多教育研究者和从业者的核心关注点之一，因为了解教师如何塑造学校教育过程以及如何被学校教育过程所塑造至关重要。遵循关于效能信念的来源和后果的社会认知视角，本研究考察了学校支持如何影响集体教师效能感，而集体教师效能感又如何反过来影响教师的组织承诺。
研究对象包括从香港28所中小学抽取的969名教师。为了恰当地处理集体教师效能感和学校支持作为学校层面变量的性质，采用双潜多层次结构方程建模方法对数据进行分析。
结果揭示了集体教师效能感在解释学校支持对教师组织承诺的影响时所起的中介机制。
如果希望增强教师对学校的承诺，建议学校将营造支持性的学校环境作为提高教师集体效能信念的一种策略加以考虑。
