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学校氛围和教师专业实践如何影响教师自我效能感——基于TALIS 2018中国上海教师数据
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Abstract:
为了探究学校氛围和教师专业实践如何影响教师自我效能感，该研究基于TALIS 2018上海教师数据，最终分析样本量为3941，采用结构方程建模的方式进行数据分析。研究发现：学校氛围对教师自我效能感有显著的正向预测作用，教师专业实践对教师自我效能感也具有显著正向预测作用，同时，学校氛围对教师专业实践也有积极正向影响，教师专业实践在学校氛围对教师自我效能感的影响过程中起到中介作用。特定间接效应分析结果表明，教师专业实践两个子维度在师生关系(属于学校氛围子维度)对教师自我效能感的影响过程中起到的总的中介作用显著大于教师专业实践两个子维度在教师感知到的纪律氛围(属于学校氛围子维度)对教师自我效能感的影响过程中起到的总的中介作用。由此，学校应该组织和开展一些有利于增进师生关系的学校活动，同时教师本身也应该积极和学生建立良好的师生关系。此外，学校和教师要采取措施营造良好的课堂氛围，教导学生遵守课堂纪律。最后，教师之间应该加强沟通，交换意见，增强教师之间的合作。
In order to explore how school climate and teachers’ professional practices affect teachers’ self-efficacy, this study uses structural equation modeling to conduct data analysis based on TALIS 2018 Shanghai teachers’ data. Study found that the school climate has significant positive prediction function for teachers’ self-efficacy, and teachers’ professional practice has also significant positive prediction function for teachers’ self-efficacy. At the same time, the school climate has a positive effect on teachers’ professional practice. Teachers’ professional practice in the school climate’s influence on teachers’ self-efficacy plays a mediating role in the process. Analysis of specific indirect effects shows that two dimensions of teachers’ professional practice in teacher and student relations (belonging to the school climate dimensions) in the process of the influence of teachers’ self-efficacy have general mediation effect significantly greater than the two dimensions of teachers’ professional practice in the teachers’ perceived discipline climate (belonging to the school climate dimension) in the process of the influence of teachers’ self-efficacy. Therefore, the school should organize and carry out some school activities conducive to enhancing the teacher-student relationship, and teachers themselves should also actively establish a good teacher-student relationship with students. In addition, schools and teachers should take measures to create a good classroom atmosphere and teach students to observe classroom discipline. Finally, teachers should strengthen communication, exchange views and enhance cooperation between teachers.
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