包容型领导与中学教师的工作绩效:效能感的中介作用
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摘要
为了考察包容型领导对中学教师工作绩效的影响机制,采用包容型领导问卷、工作绩效问卷、自我效能感量表和集体效能感问卷,对474名中学教师进行调查。结果发现:(1)包容型领导、工作绩效、自我效能感和集体效能感之间两两相关均达到统计显著性水平;(2)包容型领导与中学教师的工作绩效之间正相关关系显著;(3)自我效能感在包容型领导和中学教师的工作绩效水平之间具有部分中介作用,集体效能感在两者之间具有完全中介作用。
In order to explore the influence mechanism of the inclusive leadership on the job performance of secondary school teachers,the Inclusive Leadership Questionnaire,Job Performance Questionnaire,Self-Efficacy Scale and Collective Efficacy Questionnaire were administered to 474 secondary school teachers. The results showed that:( 1)the correlations among inclusive leadership,job performance,self-efficacy and collective efficacy were statistically significant;( 2) inclusive leadership had a significant positive effect on the job performance;( 3) self-efficacy partially mediated the relationship between inclusive leadership and job performance,and the collective efficacy completely mediated the relation between them.
In order to explore the influence mechanism of the inclusive leadership on the job performance of secondary school teachers,the Inclusive Leadership Questionnaire,Job Performance Questionnaire,Self-Efficacy Scale and Collective Efficacy Questionnaire were administered to 474 secondary school teachers. The results showed that:( 1)the correlations among inclusive leadership,job performance,self-efficacy and collective efficacy were statistically significant;( 2) inclusive leadership had a significant positive effect on the job performance;( 3) self-efficacy partially mediated the relationship between inclusive leadership and job performance,and the collective efficacy completely mediated the relation between them.
引文
方阳春(2014).包容型领导风格对团队绩效的影响---基于员工自我效能感的中介作用.科研管理,35(5),152-160.
方阳春,金惠红(2014).包容型领导风格对高校科研团队绩效影响的实证研究.技术经济,33(4),53-57.
古银华,苏勇,李海东(2017).包容型领导、积极情绪与工作绩效的关系研究.浙江工商大学学报,(4),66-75.
黄志成(2001).全纳教育:21世纪全球教育研究新课题.全球教育展望,30(1),51-54.
黄丽娜(2012).自我效能感和集体效能感的关系研究:来自两个群体的证据.博士学位论文.吉林大学.
李锐,凌文辁(2006).工业与组织心理学中的集体效能感.心理科学进展,14(6),924-931.
李秀杰(2017).员工内部人身份感知、组织认同、工作绩效的关系研究综述.经营与管理,(12),46-50.
孟慧,宋继文,孙志强,王崴(2011).变革型领导如何影响员工的工作结果:一个有中介的调节作用分析.心理科学,34(5),1167-1173.
马跃如,程伟波,周娟美(2014).心理所有权和犬儒主义在包容性领导对员工离职倾向影响中的中介作用.中南大学学报(社会科学版),20(3),6-12.
祁恋雅,金中坤(2016).包容型领导、团队沟通与团队绩效的关系研究---基于江苏省高新技术创业团队的实证研究.中国劳动,(2x),66-73.
舒睿,梁建(2015).基于自我概念的伦理领导与员工工作结果研究.管理学报,12(7),1012-1020.
王才康,胡中锋,刘勇(2001).一般自我效能感量表的信度和效度研究.应用心理学,7(1),37-40.
温忠麟,侯杰泰,张雷(2005).调节效应与中介效应的比较和应用.心理学报,37(2),268-274.
薛丁铭,李永鑫(2017).包容型领导对幼儿园教师工作投入的影响.学前教育研究,(7),11-19.
薛丁铭,唐娅婷,李永鑫(2019).中学教师包容型领导问卷编制及信效度检验.心理研究,12(2),179-186.
叶余建,何铨,聂雪林(2007).中小型企业主的魅力型领导行为方式对下属影响机制研究.人类工效学,13(3),41-43.
张鼎昆,方俐洛,凌文辁(1999).自我效能感的理论及研究现状.心理科学进展,17(1),39-43.
赵俊峰(2011).教育心理学.北京:高等教育出版社.
张田,罗家德(2015).圈子中的组织公民行为.管理学报,12(10),1442-1449.
章璐璐,杨付,古银华(2016).包容型领导:概念、测量及与相关变量的关系.心理科学进展,24(9),1467-1477.
岳雷,马卫民(2016).魅力型领导、集体效能感与团队创造力关系实证研究.东岳论丛,37(6),173-178.
野兆学,刘昱君,邱奋(2018).中学教师心理健康素养的结构及其塑造.现代交际,(11),119-120.
张瑞颖,张永军,李永鑫(2018).新瓶旧酒或推陈出新:包容性领导是一种独立的领导类型吗?心理科学,41(5),1158-1163.
Avery,D.R.,Mckay,P.F.,Wilson,D.C.,&Tonidandel,S.(2007).Unequal attendance:The relationships between race,organizational diversity cues,and absenteeism.Personnel Psychology,60(4),875-902.
Ainscow,M.,&Sandill,A.(2010).Developing inclusive education systems:the role of organisational cultures and leadership.International Journal of Inclusive Education,14(4),401-416.
Bandura,A.(1993).Perceived self-efficacy in cognitive development and functioning.Educational Psychologist,28(2),117-148.
Borman,W.C.,&Motowidlo,S.J.(1997).Task performance and contextual performance:the meaning for personnel selection research.Human Performance,10(2),99-109.
Carmeli,A.,Reiter-Palmon,R.,&Ziv,E.(2010).Inclusive leadership and employee involvement in creative tasks in the workplace:The mediating role of psychological safety.Creativity Research Journal,22(3),250-260.
Devecchi,C.,&Nevin,A.(2010).Leadership for inclusive schools and inclusive school leadership.Advances in Educational Administration,11,211-241.
Edmondson,A.C.(2002).The local and variegated nature of learning in organizations:a group-level perspective.Organization Science,13(2),128-146.
Forest,M.,&Pearpoint,J.C.(1992).Putting all kids on the map.Educational Leadership,50(2),26-31.
Farh,J.L.,Dobbins,G.H.,&Cheng,B.S.(1991).Cultural relativity in action:a comparison of self-ratings made by Chinese and U.S.workers.Personnel Psychology,44(1),129-147.
Farh,J.L.,Earley,P.C.,&Lin,S.C.(1997).Impetus for action:A cultural analysis of justice and organizational citizenship behavior in Chinese society.Administrative Science Quarterly,42(3),421-444.
Granados,A.C.,&Kruse,F.(2011).Implementing changes in the head teacher role:adaptation of strategic leadership style in inclusive school settings.International Journal of Leadership in Public Services,7(4),287-303.
Hobfoll S.E.(1989).Conservation of resources.A new attempt at conceptualizing stress.Journal of the American Psychoanalytic Association,44(3),513-524.
Hayes,A.F.(2013).Introduction to mediation,moderation,and conditional process analysis:A regression-based approach.Journal of Educational Measurement,51(3),335-337.
Hollander,E.P.(2009).Inclusive leadership:the essential leader-follower relationship.Psychological Record,59(4),701-704.
Lindsley,D.H.,Brass,D.J.,&Thomas,J.B.(1995).Efficacy-performing spirals:a multilevel perspective.A-cademy of Management Review,20(3),645-678.
Little,B.L.,&Madigan,R.M.(1997).The relationship between collective efficacy and performance in manufacturing work teams.Small Group Research,28(4),517-534.
Nembhard,I.M.,&Edmondson,A.C.(2006).Making it safe:the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams.Journal of Organizational Behavior,27(7),941-966.
Pillai,R.,Williams,E.A.(2004).Transformational leadership,self-efficacy,group cohesiveness,commitment,and performance.Journal of Organizational Change Management,17(2),144-159.
Riggs,M.L.,&Knight,P.A.(1994).The impact of perceived group success-failure on motivational beliefs and attitudes:a causal model.Journal of Applied Psychology,79(5),755-766.
Sergiovanni,T.J.(1996).Leadership for the schoolhouse:how is it different?:why is it important?San Francisco:Jossey-Bass Publishers.
Stainback,W.,&Stainback,S.(1984).A rationale for the merger of special and regular education.Exceptional Children,51(2),102-111.
Stajkovic,A.D.,Luthans,F.(1998).Social cognitive theory and self-efficacy:going beyond traditional motivational and behavioral approaches.Organizational Dynamics,26(4),62-74.
Temple,J.B.,&Ylitalo,J.(2009).Promoting inclusive(and dialogic)leadership in higher education institutions.Tertiary Education&Management,15(3),277-289.
Walumbwa,F.O.,&Hartnell,C.A.(2011).Understanding transformational leadership-employee performance links:the role of relational identification and self-efficacy.Journal of Occupational&Organizational Psychology,84(1),153-172.
方阳春,金惠红(2014).包容型领导风格对高校科研团队绩效影响的实证研究.技术经济,33(4),53-57.
古银华,苏勇,李海东(2017).包容型领导、积极情绪与工作绩效的关系研究.浙江工商大学学报,(4),66-75.
黄志成(2001).全纳教育:21世纪全球教育研究新课题.全球教育展望,30(1),51-54.
黄丽娜(2012).自我效能感和集体效能感的关系研究:来自两个群体的证据.博士学位论文.吉林大学.
李锐,凌文辁(2006).工业与组织心理学中的集体效能感.心理科学进展,14(6),924-931.
李秀杰(2017).员工内部人身份感知、组织认同、工作绩效的关系研究综述.经营与管理,(12),46-50.
孟慧,宋继文,孙志强,王崴(2011).变革型领导如何影响员工的工作结果:一个有中介的调节作用分析.心理科学,34(5),1167-1173.
马跃如,程伟波,周娟美(2014).心理所有权和犬儒主义在包容性领导对员工离职倾向影响中的中介作用.中南大学学报(社会科学版),20(3),6-12.
祁恋雅,金中坤(2016).包容型领导、团队沟通与团队绩效的关系研究---基于江苏省高新技术创业团队的实证研究.中国劳动,(2x),66-73.
舒睿,梁建(2015).基于自我概念的伦理领导与员工工作结果研究.管理学报,12(7),1012-1020.
王才康,胡中锋,刘勇(2001).一般自我效能感量表的信度和效度研究.应用心理学,7(1),37-40.
温忠麟,侯杰泰,张雷(2005).调节效应与中介效应的比较和应用.心理学报,37(2),268-274.
薛丁铭,李永鑫(2017).包容型领导对幼儿园教师工作投入的影响.学前教育研究,(7),11-19.
薛丁铭,唐娅婷,李永鑫(2019).中学教师包容型领导问卷编制及信效度检验.心理研究,12(2),179-186.
叶余建,何铨,聂雪林(2007).中小型企业主的魅力型领导行为方式对下属影响机制研究.人类工效学,13(3),41-43.
张鼎昆,方俐洛,凌文辁(1999).自我效能感的理论及研究现状.心理科学进展,17(1),39-43.
赵俊峰(2011).教育心理学.北京:高等教育出版社.
张田,罗家德(2015).圈子中的组织公民行为.管理学报,12(10),1442-1449.
章璐璐,杨付,古银华(2016).包容型领导:概念、测量及与相关变量的关系.心理科学进展,24(9),1467-1477.
岳雷,马卫民(2016).魅力型领导、集体效能感与团队创造力关系实证研究.东岳论丛,37(6),173-178.
野兆学,刘昱君,邱奋(2018).中学教师心理健康素养的结构及其塑造.现代交际,(11),119-120.
张瑞颖,张永军,李永鑫(2018).新瓶旧酒或推陈出新:包容性领导是一种独立的领导类型吗?心理科学,41(5),1158-1163.
Avery,D.R.,Mckay,P.F.,Wilson,D.C.,&Tonidandel,S.(2007).Unequal attendance:The relationships between race,organizational diversity cues,and absenteeism.Personnel Psychology,60(4),875-902.
Ainscow,M.,&Sandill,A.(2010).Developing inclusive education systems:the role of organisational cultures and leadership.International Journal of Inclusive Education,14(4),401-416.
Bandura,A.(1993).Perceived self-efficacy in cognitive development and functioning.Educational Psychologist,28(2),117-148.
Borman,W.C.,&Motowidlo,S.J.(1997).Task performance and contextual performance:the meaning for personnel selection research.Human Performance,10(2),99-109.
Carmeli,A.,Reiter-Palmon,R.,&Ziv,E.(2010).Inclusive leadership and employee involvement in creative tasks in the workplace:The mediating role of psychological safety.Creativity Research Journal,22(3),250-260.
Devecchi,C.,&Nevin,A.(2010).Leadership for inclusive schools and inclusive school leadership.Advances in Educational Administration,11,211-241.
Edmondson,A.C.(2002).The local and variegated nature of learning in organizations:a group-level perspective.Organization Science,13(2),128-146.
Forest,M.,&Pearpoint,J.C.(1992).Putting all kids on the map.Educational Leadership,50(2),26-31.
Farh,J.L.,Dobbins,G.H.,&Cheng,B.S.(1991).Cultural relativity in action:a comparison of self-ratings made by Chinese and U.S.workers.Personnel Psychology,44(1),129-147.
Farh,J.L.,Earley,P.C.,&Lin,S.C.(1997).Impetus for action:A cultural analysis of justice and organizational citizenship behavior in Chinese society.Administrative Science Quarterly,42(3),421-444.
Granados,A.C.,&Kruse,F.(2011).Implementing changes in the head teacher role:adaptation of strategic leadership style in inclusive school settings.International Journal of Leadership in Public Services,7(4),287-303.
Hobfoll S.E.(1989).Conservation of resources.A new attempt at conceptualizing stress.Journal of the American Psychoanalytic Association,44(3),513-524.
Hayes,A.F.(2013).Introduction to mediation,moderation,and conditional process analysis:A regression-based approach.Journal of Educational Measurement,51(3),335-337.
Hollander,E.P.(2009).Inclusive leadership:the essential leader-follower relationship.Psychological Record,59(4),701-704.
Lindsley,D.H.,Brass,D.J.,&Thomas,J.B.(1995).Efficacy-performing spirals:a multilevel perspective.A-cademy of Management Review,20(3),645-678.
Little,B.L.,&Madigan,R.M.(1997).The relationship between collective efficacy and performance in manufacturing work teams.Small Group Research,28(4),517-534.
Nembhard,I.M.,&Edmondson,A.C.(2006).Making it safe:the effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams.Journal of Organizational Behavior,27(7),941-966.
Pillai,R.,Williams,E.A.(2004).Transformational leadership,self-efficacy,group cohesiveness,commitment,and performance.Journal of Organizational Change Management,17(2),144-159.
Riggs,M.L.,&Knight,P.A.(1994).The impact of perceived group success-failure on motivational beliefs and attitudes:a causal model.Journal of Applied Psychology,79(5),755-766.
Sergiovanni,T.J.(1996).Leadership for the schoolhouse:how is it different?:why is it important?San Francisco:Jossey-Bass Publishers.
Stainback,W.,&Stainback,S.(1984).A rationale for the merger of special and regular education.Exceptional Children,51(2),102-111.
Stajkovic,A.D.,Luthans,F.(1998).Social cognitive theory and self-efficacy:going beyond traditional motivational and behavioral approaches.Organizational Dynamics,26(4),62-74.
Temple,J.B.,&Ylitalo,J.(2009).Promoting inclusive(and dialogic)leadership in higher education institutions.Tertiary Education&Management,15(3),277-289.
Walumbwa,F.O.,&Hartnell,C.A.(2011).Understanding transformational leadership-employee performance links:the role of relational identification and self-efficacy.Journal of Occupational&Organizational Psychology,84(1),153-172.