Junior high school principals' leadership behavior and teacher effectiveness on job satisfaction of teachers
|School||Gannan Teachers' College|
|Course||Developmental and Educational Psychology|
|Keywords||Junior high school teacher Self-efficacy Collective Efficacy Job Satisfaction Principals' leadership behavior Hierarchical Linear Model|
In order to investigate the behavior of junior high school principals' leadership, collective teacher efficacy, teacher efficacy and teacher relationship between job satisfaction, in particular in: (a) between teachers from different schools the average level of job satisfaction whether there are differences; (two) teachers self-efficacy of teachers job satisfaction may have an impact, this effect may differ between different schools; (three) Collective Teacher Efficacy, principals and school-level leadership behaviors such as layer 2 independent variables could explain the different teachers between schools Satisfaction Mean (intercept β0) differences; (four) layer two independent variables Collective Teacher Efficacy, principals leadership behavior on the dependent variable (job satisfaction) the impact of possible cross-level intermediary role. Select 21 Xunwu County, Jiangxi Province, Meizhou Meijiang District 12 Total 33 junior middle school, junior high school through the 33 428 teachers Leadership Behavior Description Questionnaire, Collective Teacher Efficacy Scale, teacher self-efficacy scale, teachers job satisfaction questionnaire measurements, using multi-linear model analysis of the obtained data were analyzed. Teacher sample, 185 male teachers (43.2 per cent), 232 female teachers (accounting for 54.2%), 11 people missing sex (2.6%). Seniority distributed as follows :0-3 years 193 (45.1%), 4-6 years 178 (41.6%), 7 years 57 (13.3%). School sample was divided into three categories: high school within the township (16), within the county high school (5), the city's high school (12). The results showed that: different school teacher job satisfaction average (intercept β0) there is a significant difference; controlling for gender and seniority factors, teacher efficacy various dimensions of job satisfaction was not significant between the slope and trends between different schools at the same, the difference was not significant; layer two independent variables concerned person, group teaching competence, mission analysis and school levels positively predicted the intercept β0 changes between the different schools, care tasks negatively predicted the intercept at different schools between the change, and have reached a significant level; layer 2 independent variables principals 'leadership behavior (caring for people, caring for the task) layer of a dependent variable affecting teachers' job satisfaction, the teacher collective efficacy of task analysis factors were part of the intermediary role played (in caring for people affected teachers' job satisfaction in the model) and fully mediated (in the relational task affect teachers' job satisfaction model), showing concern for others factors can directly affect teachers' job satisfaction, task analysis can also impact factor The indirect effects of teachers 'job satisfaction, care tasks entirely through the influence factor analysis of factors affecting task of teachers' job satisfaction. Conclusion: The school teachers should pay attention to collective efficacy, self-efficacy on the impact of teachers 'job satisfaction and improve the level of leadership and improvement principals Principals Leadership on improving teachers' job satisfaction has a very important significance.