中小学教师学业乐观影响因素研究
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摘要
教师信念对教师的教育追求和学校教育质量具有非常关键的影响作用,长久以来始终是教师管理研究领域备受关注的一个重要主题。近年来随着研究推进,国外学者提出了一种新的探讨教师信念的概念——教师学业乐观。教师学业乐观是由教师的效能感、对学生和家长的信任以及对学业的重视三种信念的结合形塑而成的一种对学生能够取得学业成功的积极期待。与以往视教师信念为单一变量的研究相比,教师学业乐观是一种更高阶的、整合的教师信念变量,它为教育管理者较为全面地了解积极的教师信念、加强教师队伍建设提供了重要途径。我国虽然不乏关于教师效能感、教师信任、对学业的重视方面的研究,然而这些不同主题的研究之间均是相互割裂的,少有研究将这三者整合起来置于教师学业乐观的实证框架下加以探讨。因此,为帮助教育管理者在教师管理实践中进一步激发教师的积极信念,充实我国的教师管理理论,本文认为很有必要在我国开展教师学业乐观研究。
在借鉴国外相对成熟的教师学业乐观概念框架下,本文重点考察了以下问题：当前我国教师学业乐观的现状特征如何?存在哪些影响教师学业乐观的相关因素?各因素是如何影响教师学业乐观的?影响力多大?围绕上述问题,本文首先基于文献分析与访谈调查,提出了研究假设并建构了研究模型；随后主要通过随机抽样方式对上海市中小学教师进行问卷调查,共获取了853份有效问卷,借助SPSS19.0与LISREL8.7统计软件工具,本文通过描述统计、方差分析、回归分析及结构方程模型分析等方式检验了研究假设。
基于研究分析,本文得出如下主要结论：第一,当前中小学教师学业乐观水平总体较高,然而背后也潜藏着有待深入思考的现实议题,包括教师对学业的重视的限度、教师与学生和家长之间潜伏的信任“危机”以及高学段教师学业乐观水平相对降低等。第二,教师学业乐观受教师个体、班级、学校三个层面因素的影响,不同层面的因素对教师学业乐观的影响方式不同且影响力存在强弱之别,其中教师课堂教学策略、教师合作程度、教师成就感高低、班级学生及其家长品质、校长监督行为构成了教师学业乐观的五个核心影响因素。
依据研究结论,本文还进一步归纳了可供教育管理者与教师在教育教学政策制定、学校组织氛围营造、教学策略运用、学生学业评价、教师与学生及家长关系改善等方面参考借鉴的启示。最后,本文在反思本研究局限的同时提出了对后续研究的建议。
Teacher beliefs influence the teacher's educational pursuit and the school performance, so for a long time, it has been a hot issue in the research field of teacher management. Recently, some foreign scholars came up with a concept named teacher academic optimism, which represents a new way to study teacher beliefs. Teacher academic optimism is constructed by teachers' efficacy, teacher trust in parents and students, and academic emphasis, it means the teacher's positive-expectation for academic success. Compared to those researches which took teacher beliefs as a single variable, teacher academic optimism is a higher-order and integrated variable, it provides an important way for the education administrators to fully understand and motive the positive teacher beliefs, enhance the management of teachers. Lots of studies have been done on teacher's efficacy, teacher trust and academic emphasis in our country, but the studies on these three different subjects were generally separated from each other; few studies brought them together and discussed them on the framework of teacher academic optimism. Therefore, it is very necessary to investigate teacher academic optimism in our country in order to help the education managers to motivate the teacher's positive beliefs further and enrich the theory for management of teachers.
The author of this dissertation draws on the relative mature framework of teacher academic optimism in foreign counties, then focus on the following questions, what is the current status of teacher academic optimism in our country? Which factors influence the level of teacher academic optimism? How these factors act and how much influence do they have? Considering these problems, firstly, based on the literature analysis and in-depth interview, the author proposes some hypothesis and constructs the research model. Secondly, the author collects data from a random sampling of primary and secondary school teachers in Shanghai. With the aid of SPSS19.0and LISREL8.7software, the author analyses survey data, including descriptive statistics, variance analysis, regression analysis and structural equation model.
Throughout the research and analysis above, the author gets some preliminary conclusions as follows:Firstly, the current level of teacher academic optimism in primary and secondary school is generally high, however, there are also some hidden issues that need to be think deeply, such as the limitations of the academic emphasis, the latent trust crisis among teacher, students and parents, and the low level of teacher academic optimism in secondary school. Secondly, teacher academic optimism is influenced by some factors on individual teacher level, class level and school level, different factors have the different influence on teacher academic optimism, and the author also reaches five core factors that influence teacher academic optimism, including teacher's classroom teaching strategies, teacher collegial behavior, the personal accomplishment of the teacher, the quality of students and their parents, and the principal directive behavior.
Based on the conclusions of the study, the author also summarizes some revelation for education administrators and teachers on policy-making, school climate establishment, teaching strategies using, students' academic success evaluating, and the relations among teachers, students and parents improvement. Finally, the author reflects on the limitations of this study and puts forward some suggestions for the follow-up studies.
在借鉴国外相对成熟的教师学业乐观概念框架下,本文重点考察了以下问题：当前我国教师学业乐观的现状特征如何?存在哪些影响教师学业乐观的相关因素?各因素是如何影响教师学业乐观的?影响力多大?围绕上述问题,本文首先基于文献分析与访谈调查,提出了研究假设并建构了研究模型；随后主要通过随机抽样方式对上海市中小学教师进行问卷调查,共获取了853份有效问卷,借助SPSS19.0与LISREL8.7统计软件工具,本文通过描述统计、方差分析、回归分析及结构方程模型分析等方式检验了研究假设。
基于研究分析,本文得出如下主要结论：第一,当前中小学教师学业乐观水平总体较高,然而背后也潜藏着有待深入思考的现实议题,包括教师对学业的重视的限度、教师与学生和家长之间潜伏的信任“危机”以及高学段教师学业乐观水平相对降低等。第二,教师学业乐观受教师个体、班级、学校三个层面因素的影响,不同层面的因素对教师学业乐观的影响方式不同且影响力存在强弱之别,其中教师课堂教学策略、教师合作程度、教师成就感高低、班级学生及其家长品质、校长监督行为构成了教师学业乐观的五个核心影响因素。
依据研究结论,本文还进一步归纳了可供教育管理者与教师在教育教学政策制定、学校组织氛围营造、教学策略运用、学生学业评价、教师与学生及家长关系改善等方面参考借鉴的启示。最后,本文在反思本研究局限的同时提出了对后续研究的建议。
Teacher beliefs influence the teacher's educational pursuit and the school performance, so for a long time, it has been a hot issue in the research field of teacher management. Recently, some foreign scholars came up with a concept named teacher academic optimism, which represents a new way to study teacher beliefs. Teacher academic optimism is constructed by teachers' efficacy, teacher trust in parents and students, and academic emphasis, it means the teacher's positive-expectation for academic success. Compared to those researches which took teacher beliefs as a single variable, teacher academic optimism is a higher-order and integrated variable, it provides an important way for the education administrators to fully understand and motive the positive teacher beliefs, enhance the management of teachers. Lots of studies have been done on teacher's efficacy, teacher trust and academic emphasis in our country, but the studies on these three different subjects were generally separated from each other; few studies brought them together and discussed them on the framework of teacher academic optimism. Therefore, it is very necessary to investigate teacher academic optimism in our country in order to help the education managers to motivate the teacher's positive beliefs further and enrich the theory for management of teachers.
The author of this dissertation draws on the relative mature framework of teacher academic optimism in foreign counties, then focus on the following questions, what is the current status of teacher academic optimism in our country? Which factors influence the level of teacher academic optimism? How these factors act and how much influence do they have? Considering these problems, firstly, based on the literature analysis and in-depth interview, the author proposes some hypothesis and constructs the research model. Secondly, the author collects data from a random sampling of primary and secondary school teachers in Shanghai. With the aid of SPSS19.0and LISREL8.7software, the author analyses survey data, including descriptive statistics, variance analysis, regression analysis and structural equation model.
Throughout the research and analysis above, the author gets some preliminary conclusions as follows:Firstly, the current level of teacher academic optimism in primary and secondary school is generally high, however, there are also some hidden issues that need to be think deeply, such as the limitations of the academic emphasis, the latent trust crisis among teacher, students and parents, and the low level of teacher academic optimism in secondary school. Secondly, teacher academic optimism is influenced by some factors on individual teacher level, class level and school level, different factors have the different influence on teacher academic optimism, and the author also reaches five core factors that influence teacher academic optimism, including teacher's classroom teaching strategies, teacher collegial behavior, the personal accomplishment of the teacher, the quality of students and their parents, and the principal directive behavior.
Based on the conclusions of the study, the author also summarizes some revelation for education administrators and teachers on policy-making, school climate establishment, teaching strategies using, students' academic success evaluating, and the relations among teachers, students and parents improvement. Finally, the author reflects on the limitations of this study and puts forward some suggestions for the follow-up studies.
引文
① 索洛韦伊奇克编.陈茵梅等译.苏霍姆林斯基论教育[M].安徽：安徽大学苏联问题研究所，1984：26.
② 参见Hoy, W. K., Tarter, C. J., Hoy, A. W. Academic Optimism of Schools:A Force for Student Achievement[J]. American Educational Research Journal,2006,43(3):425-446:Beard, K. S., Hoy, W. K., Woolfolk Hoy, A. Academic Optimism of Individual Teachers:confirming a new construct[J]. Teaching and Teacher Education,2010,26(5):1136-1144.
③ 注：笔者经不完全统计发现，Hoy于2006年的论文Academic Optimism of Schools:A Force for Student Achievement被引用次数已达213次.
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① Hoy, W. K. School characteristics that make a difference for the achievement of all students:A 40-year academic odyssey[J]. Journal of Educational Administration,2012,50(1):76-97.
② Hoy, W. K. School characteristics that make a difference for the achievement of all students:A 40-year academic odyssey[J]. Journal of Educational Administration,2012,50(1):76-97.
① 转引自Hsin-Chieh Wu. Collective responsibility, academic optimism, and student achievement in Taiwan elementary schools[D].Ohio:Ohio State University,2012.
② Beard, K. S., Hoy, W. K. The nature, meaning, and measure of teacher flow in elementary schools:A test of rival hypotheses[J]. Educational Administration Quarterly.2010,46:426-458注：心流体验,也称为流畅感,代表沉浸于工作的状态.其特点是高度集中的注意力、失去自我意识、一种控制的感觉、一种“时间消失”的感觉.心流体验本身是一种有益的体验,而且还可以帮助人实现目标或提高技能.资料来源Snyder, C.R., Lopez, S. J.
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③ McGuigan, L., Hoy. W. K. Principal Leadership:Creating a Culture of Academic Optimism to Improve Achievement for All Students[J]. Leadership and Policy in Schools,2006(5):203-229.
① Beard, K. S., Hoy, W. K., Woolfolk Hoy. A. Academic Optimism of Individual Teachers:Confirming a Construct[J]. Teaching and Teacher Education,2010,26:1136-1144注：个人气质型乐观通常表示相信个人在生活中通常会经历好的结果、避免坏的结果的一种个人特质趋向.
② Woolfolk Hoy, A., Hoy, W. K., Kurz, N. M. Teacher's academic optimism:the development and test of a new construct[J]. Teaching and Teacher Education,2008,24(4):821-835注：该文中,教师个人公民行为是教师表现出的那些超出工作正式期望的自发、随意的行为,反映了教师加倍努力以确保学生取得成功的意愿,这样的教师利用自己的课余时间帮助学生,使家长容易与他们合作,并且有效利用课堂时间.
① Mascall, B., Leithwood, K., Strauss, T., Sacks, R. The relationship between distributed leadership and teachers' academic optimism[J]. Journal of Educational Administration,2008,46(2):214-228注：组织公民行为一般是指组织中的成员自发性所做的超越其职责内容的表现,这些行为会对组织的成效产生正面的作用.
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③ Mascall, B., Leithwood, K., Strauss, T., Sacks, R. The relationship between distributed leadership and teachers' academic optimism[J]. Journal of Educational Administration,2008,46(2):214-228.
④ Kirby, M. M., DiPaola, M. F. Academic optimism and community engagement in urban schools[J]. Journal of Educational Administration,2011,49(5):542-562注：在该文献中,社区参与是学校氛围的一个要素,表现为学校所采取的旨在促进学校与社区之间形成积极和建设性的关系的合作策略.
⑤ Hejazi, E., Lavasani, M. G., Mazarei, F. Individual characteristics, identity styles, identity commitment, and teacher's academic optimism[J]. Procedia Social and Behavioral Sciences,2011,15:646-652,注：自我同一性风格是个体在对待与同一性相关的任务和问题方面所表现出的不同的社会认知加工取向,它一般包含信息同一性风格、规范同一性风格和扩散/逃避同一性风格三类.
⑥ Ngidi D. P. Academic optimism:An individual teacher belief[J]. Educational Studies,2012,38(2):139-150.
⑦ Eren, A. Prospective teachers' future time perspective and professional plans about teaching:The mediating role of academic optimism[J].Teaching and Teacher Education,2012,28:111-123注：未来时间洞察力指现在时刻个体计划、组织未来目标、预期解释和构造未来的一种人格特质,其实质是一种对未来可能自我的意识.
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② Ngidi, D. P. Academic Optimism:An Individual Teacher Belief[J]. Educational Studies,2012,38(2):56-66注：信息化同一性风格表示个人注重以问题为中心制定决策,致力于完成目标并且具有诚信意识、明确的职业和教育目标以及高期望.
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③ 注：积极觉察指对新奇的积极寻找,也具有不偏不倚、不偏执、接受、耐心、信任、开放、随缘、温柔、慷慨、移情、感激和善良的特点.它的好处包括减少紧张、焦虑、抑郁和慢性疼痛.资料来源Snyder, C.R. & Lopez, S. J. Positive Psychology[M]. Sage Publications, Inc.,2007转引自：维基百科.积极心理学[EB/OL]. http://zh.wikipedia.org/wiki/%E6%AD%A3%E5%90%91%E5%BF%83%E7%90%86%E5%AD%B8#.E6.AD.A3 .E5.90.91.E8.A6.BA.E5.AF.9F.EF.BC.88Mindfulness.EF.BC.89,2012-10-15.
④ 注：该文献中的共同责任代表教师接受对所有学生的学习负责的意愿.
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① Hoy, W. K. School Characterstics that Make a Difference for the Achievement of All Students:A 40-Year Odyssey[J]. Journal of Educational Administration,2012,50(1):76-97.
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③ 注：笔者经不完全统计发现，Hoy于2006年的论文Academic Optimism of Schools:A Force for Student Achievement被引用次数已达213次.
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③ McGuigan, L., Hoy. W. K. Principal Leadership:Creating a Culture of Academic Optimism to Improve Achievement for All Students[J]. Leadership and Policy in Schools,2006(5):203-229.
① Beard, K. S., Hoy, W. K., Woolfolk Hoy. A. Academic Optimism of Individual Teachers:Confirming a Construct[J]. Teaching and Teacher Education,2010,26:1136-1144注：个人气质型乐观通常表示相信个人在生活中通常会经历好的结果、避免坏的结果的一种个人特质趋向.
② Woolfolk Hoy, A., Hoy, W. K., Kurz, N. M. Teacher's academic optimism:the development and test of a new construct[J]. Teaching and Teacher Education,2008,24(4):821-835注：该文中,教师个人公民行为是教师表现出的那些超出工作正式期望的自发、随意的行为,反映了教师加倍努力以确保学生取得成功的意愿,这样的教师利用自己的课余时间帮助学生,使家长容易与他们合作,并且有效利用课堂时间.
① Mascall, B., Leithwood, K., Strauss, T., Sacks, R. The relationship between distributed leadership and teachers' academic optimism[J]. Journal of Educational Administration,2008,46(2):214-228注：组织公民行为一般是指组织中的成员自发性所做的超越其职责内容的表现,这些行为会对组织的成效产生正面的作用.
② 参见:Moghari, E. H., Lavasani, M., Bagherian, V., Afshari, J. Relationship between perceived teacher's academic optimism and English achievement:Role of self-efficacy [J]. Procedia Social and Behavioral Sciences 2011,15:2329-2333; Gurol, M., Kerimgil, S. Academic optimism[J]. Procedia Social and Behavioral Sciences, 2010,9:929-932; Bevel, R. K., Mitchell, R. M. The effects of academic optimism on elementary reading achievement[J]. Journal of Educational Administration,2012,50(6):77-787.
③ Mascall, B., Leithwood, K., Strauss, T., Sacks, R. The relationship between distributed leadership and teachers' academic optimism[J]. Journal of Educational Administration,2008,46(2):214-228.
④ Kirby, M. M., DiPaola, M. F. Academic optimism and community engagement in urban schools[J]. Journal of Educational Administration,2011,49(5):542-562注：在该文献中,社区参与是学校氛围的一个要素,表现为学校所采取的旨在促进学校与社区之间形成积极和建设性的关系的合作策略.
⑤ Hejazi, E., Lavasani, M. G., Mazarei, F. Individual characteristics, identity styles, identity commitment, and teacher's academic optimism[J]. Procedia Social and Behavioral Sciences,2011,15:646-652,注：自我同一性风格是个体在对待与同一性相关的任务和问题方面所表现出的不同的社会认知加工取向,它一般包含信息同一性风格、规范同一性风格和扩散/逃避同一性风格三类.
⑥ Ngidi D. P. Academic optimism:An individual teacher belief[J]. Educational Studies,2012,38(2):139-150.
⑦ Eren, A. Prospective teachers' future time perspective and professional plans about teaching:The mediating role of academic optimism[J].Teaching and Teacher Education,2012,28:111-123注：未来时间洞察力指现在时刻个体计划、组织未来目标、预期解释和构造未来的一种人格特质,其实质是一种对未来可能自我的意识.
① MacPherson, K., Carter, C. Academic Optimism:The Possible Benefits Over Current Discipline Policies[J]. Journal of Cross-Disciplinary Perspectives in Education,2009,2(1):59-69.
② Ngidi, D. P. Academic Optimism:An Individual Teacher Belief[J]. Educational Studies,2012,38(2):56-66注：信息化同一性风格表示个人注重以问题为中心制定决策,致力于完成目标并且具有诚信意识、明确的职业和教育目标以及高期望.
③ 参见McGuigan, L. The Role of Enabling Bureaucracy and Academic Optimism in Academic Achievement Growth[D]. Ohio State University,2005; Wagner, C. A. Academic Optimism of Virginia High School Teachers: Its Relationship to Organizational Citizenship Behaviors and Student Achievement[D]. College of William and Mary in Virginia,2008; Kirby, M. M. Academic Optimism and Community Engagement in Urban Elementary Schools[D]. College of William and Mary in Virginia,2009; Reeves, J. B. Academic Optimism and Organizational Climate:an Elementary School Effectiveness Test of Two Measures[D]. University of Alabama, 2010; Bevel, R. K. The Effects of Academic Optimism on Student Academic Achievement in Alabama[D]. University of Alabama,2010; Edwards, M. J. The Relationship Between Administrator and Teacher Perceptions of Academic Optimism and Scholastic Achievement of Children from Poverty[D]. Mercer University,2010; Akhavan, N. L. The Effects of Coaching on Teacher Efficacy, Individual Academic Optimism and Student Achievement[D]. California State University,2011; Hsin-Chieh Wu. Collective responsibility, academic optimism, and student achievement in Taiwan elementary schools[D]. Ohio State University,2012; LaQuanta, M. N. The relationship between academic optimism and academic achievement in middle schools in Mississippi[D]. The Universit of Southern Mississippi,2012; Cassity, A. H. Relationships among Perceptions of Proffessional Learning Communities, School Academic Optimism, and Student Achievement in Alabama Middle and High Schools[D]. The University of Alabama,2012.
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① 注：鉴于教师个体信任学生和家长是基于教师集体信任学生和家长概念发展的,二者的差异仅表现在行为主体的不同上,前者在测量时以”我”为行为主体,后者以”本校教师”为行为主体.专门基于教师个体层面的教师信任相关研究极少.故在此综述教师集体层面的信任研究.
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