School of Information Engineering, Shandong Youth University of Political Science, Jinan, Shandong, China.
Faculty of Education, Qufu Normal University, Qufu, Shandong, China.
PLoS One. 2024 Aug 19;19(8):e0305494. doi: 10.1371/journal.pone.0305494. eCollection 2024.
The COVID-19 outbreak led to widespread school closures and the shift to remote teaching, potentially resulting in lasting negative impacts on teachers' psychological well-being due to increased workloads and a perceived lack of administrative support. Despite the significance of these challenges, few studies have delved into the long-term effects of perceived instructional leadership on teachers' psychological health. To bridge this research gap, we utilized longitudinal data from 927 primary and secondary school teachers surveyed in two phases: Time 1 in mid-November 2021 and Time 2 in early January 2022. Using hierarchical linear modeling (HLM), our findings revealed that perceptions of instructional leadership, especially the "perceived school neglect of teaching autonomy" at Time 1 were positively correlated with burnout levels at Time 2. Additionally, burnout at Time 2 was positively associated with psychological distress and acted as a mediator between the "perceived school neglect of teaching autonomy" and psychological distress. In light of these findings, we recommend that schools prioritize teachers' teaching autonomy and take proactive measures to mitigate burnout and psychological distress, aiming for the sustainable well-being of both teachers and students in the post-pandemic era.
新冠疫情导致学校大规模关闭，并转向远程教学，这可能会给教师的心理健康带来持久的负面影响，因为工作量增加和缺乏行政支持的感知。尽管这些挑战意义重大，但很少有研究深入探讨感知教学领导力对教师心理健康的长期影响。为了弥补这一研究空白，我们利用了在两个阶段对 927 名中小学教师进行的纵向数据：2021 年 11 月中旬的第 1 次时间点和 2022 年 1 月初的第 2 次时间点。使用分层线性模型（HLM），我们的研究结果表明，教学领导力的感知，特别是第 1 次时间点的“感知学校对教学自主权的忽视”，与第 2 次时间点的倦怠水平呈正相关。此外，第 2 次时间点的倦怠与心理困扰呈正相关，并在“感知学校对教学自主权的忽视”和心理困扰之间起到了中介作用。鉴于这些发现，我们建议学校优先考虑教师的教学自主权，并采取积极措施减轻倦怠和心理困扰，以实现后疫情时代教师和学生的可持续福祉。
