Wang Guangqiang, Bai Hui, Tsang Kwok Kuen, Bian Jinjin
Department of Education Management, Faculty of Education, East China Normal University, Shanghai, China.
Faculty of Education, Beijing Normal University, Beijing, China.
Acta Psychol (Amst). 2025 Sep;259:105303. doi: 10.1016/j.actpsy.2025.105303. Epub 2025 Jul 23.
The mechanisms and boundary conditions through which teacher collaboration influences teachers career well-being remain insufficiently explored. To address this gap, this study aimed to examine the relationship between teacher collaboration and teachers' career well-being based on the conservation of resources theory, revealing the mediating role of self-efficacy between them, as well as the moderating role of distributed leadership in this mediation model, utilizing a sample of 3159 Shanghai teachers from the 2018 Teaching and Learning International Survey (TALIS) database. The results showed that teacher collaboration was significantly and positively related to both teachers' career well-being and self-efficacy. Self-efficacy was significantly and positively related to teachers' career well-being. Self-efficacy mediated the relationship between teacher collaboration and teachers' career well-being. Distributed leadership not only positively moderated the relationship between teacher collaboration and teachers' career well-being but also positively moderated the relationship between teacher collaboration and teachers' self-efficacy. In addition, distributed leadership moderated the mediating effect of self-efficacy between teacher collaboration and teachers' career well-being. These findings offered important theoretical and practical implications for promoting teachers' career well-being, which were discussed in detail.
教师合作影响教师职业幸福感的机制和边界条件仍未得到充分探索。为了填补这一空白，本研究旨在基于资源守恒理论，考察教师合作与教师职业幸福感之间的关系，揭示自我效能感在二者之间的中介作用，以及分布式领导在该中介模型中的调节作用，研究样本来自2018年国际教学调查（TALIS）数据库中的3159名上海教师。结果表明，教师合作与教师职业幸福感和自我效能感均呈显著正相关。自我效能感与教师职业幸福感呈显著正相关。自我效能感在教师合作与教师职业幸福感之间起中介作用。分布式领导不仅正向调节教师合作与教师职业幸福感之间的关系，还正向调节教师合作与教师自我效能感之间的关系。此外，分布式领导调节了自我效能感在教师合作与教师职业幸福感之间的中介作用。这些发现为促进教师职业幸福感提供了重要的理论和实践启示，并进行了详细讨论。
