Wang Dongsheng, Huang Liang, Huang Xianhan, Deng Meng, Zhang Wanying
Faculty of Education, Beijing Normal University, Beijing 100875, China.
Faculty of Education, Northwest Normal University, Lanzhou 730070, China.
Behav Sci (Basel). 2024 Feb 23;14(3):175. doi: 10.3390/bs14030175.
This research examined the effects of principal transformational leadership on teachers' inclusive teaching behaviour, with a particular inquiry into the mediating effects of teachers' inclusive role identity and efficacy for inclusive practice, as informed by identity theory and social cognitive theory. Structural equation modelling with bootstrapping estimation was conducted using data from 712 teachers delivering inclusive teaching in primary or secondary schools in China. The results revealed the sequentially mediating mechanisms of teachers' inclusive role identity and efficacy underlying the principal transformational leadership effects on teachers' inclusive teaching behaviour. Research implications are also discussed.
本研究考察了校长变革型领导对教师全纳教学行为的影响，并特别探讨了教师全纳角色认同和全纳实践效能感的中介作用，其理论依据为认同理论和社会认知理论。利用来自中国中小学712名实施全纳教学的教师的数据，进行了带有自抽样估计的结构方程建模。结果揭示了校长变革型领导对教师全纳教学行为产生影响时，教师全纳角色认同和效能感的顺序中介机制。研究启示也进行了讨论。
