校长的教学领导实践与教师工作绩效之间的关系：社会人口学特征的作用。

The relationship between principals' pedagogical leadership practices and teachers' job performance: the role of sociodemographic characteristics.

作者信息

Berhanu Kelemu Zelalem

机构信息

Department of Education Leadership and Management, Faculty of Education, University of Johannesburg, Johannesburg, South Africa.

出版信息

BMC Psychol. 2025 Jan 30;13(1):89. doi: 10.1186/s40359-025-02415-7.

DOI:10.1186/s40359-025-02415-7

PMID:39885574

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11783931/

Abstract

BACKGROUND

Concerns about leadership style and job achievement are global priorities. Most previous investigations have concentrated on one or two of the variables rather than on the sociodemographic characteristics. To properly understand the impact of leadership styles on teacher performance, it is critical to grasp the sociodemographic characteristicsvia a holistic approach to rethinking and improving the existing level.

OBJECTIVE

This study seeks to investigate the relationship between principals' practice of pedagogical leadership style and teachers' job performance by considering the effects of sociodemographic characteristics.

METHODS

A cross-sectional survey research methodology was used, and in Ethiopia's Gozamin and Dembecha districts, 539 teachers participated in the study.

FINDINGS

Consequently, there were strong and moderate correlations between teachers' job performance and pedagogical leadership. Sex did not significantly impact principals' pedagogical leadership practices or teachers' job performance. However, age and length of service significantly influenced principals' pedagogical leadership practices but not teacher performance. Education level significantly affected teachers' job performance but not leadership practices.

CONCLUSIONS AND IMPLICATIONS

principals' practice of pedagogical leaders plays a predictive role in teachers' job performance. Specific sociodemographic factors also have a role in shaping leadership perceptions and performance outcomes. This study added to the body of knowledge in the fields of education and leadership about work performance and leadership style. In the end, the study inspired stakeholders in schools, government decision-makers, and other researchers to continue improving teachers' jobs' effectiveness by identifying factors influencing their success. These results can potentially make teachers more accessible to more students and schools and thus contribute to ensuring quality education (SDG 4).

摘要

背景

对领导风格和工作成就的关注是全球优先事项。以往的大多数调查都集中在一两个变量上，而不是社会人口统计学特征。为了正确理解领导风格对教师绩效的影响，通过全面的方法重新思考和提高现有水平来掌握社会人口统计学特征至关重要。

目的

本研究旨在通过考虑社会人口统计学特征的影响，调查校长的教学领导风格实践与教师工作绩效之间的关系。

方法

采用横断面调查研究方法，在埃塞俄比亚的戈扎明和登贝查地区，539名教师参与了该研究。

结果

因此，教师的工作绩效与教学领导之间存在强相关性和中等相关性。性别对校长的教学领导实践或教师的工作绩效没有显著影响。然而，年龄和服务年限对校长的教学领导实践有显著影响，但对教师绩效没有影响。教育水平对教师的工作绩效有显著影响，但对领导实践没有影响。

结论与启示

校长的教学领导实践在教师的工作绩效中起预测作用。特定的社会人口统计学因素在塑造领导观念和绩效结果方面也有作用。本研究增加了教育和领导领域关于工作绩效和领导风格的知识体系。最后，该研究激励学校的利益相关者、政府决策者和其他研究人员通过识别影响教师成功的因素，继续提高教师工作的有效性。这些结果可能会使更多学生和学校更容易接触到教师，从而有助于确保优质教育（可持续发展目标4）。