学校氛围如何影响教师教学实践——基于TALIS 2018数据的分析

How Does School Climate Affect Teachers’ Instructional Practices— An Analysis Based on TALIS 2018 Data

中文关键词:  学校氛围；教师教学实践；教师自我效能感；TALIS 2018

英文关键词:school climate， teachers’ instructional practices， teachers’ self-efficacy， TALIS 2018

中文摘要:

      教师教学实践是学校教育的主要载体，学校氛围作为学校教育的软环境，其对教师教学实践的影响日益受到关注。该研究借助 TALIS 2018 数据，采用结构方程模型，探究学校氛围对教师教学实践的影响机制。研究发现：学校氛围显著影响教师教学实践，教师自我效能感在学校氛围与教师教学实践之间发挥重要中介作用；进一步分析发现，教师自我效能感在教师合作、师生关系和民主管理与教师教学实践之间产生中介效应，而在纪律风气与教师教学实践之间产生遮掩效应；教龄在学校氛围与教师自我效能感之间发挥调节作用。为了进一步提高教师教学实践，研究建议：加强制度建设和全员参与，营造积极学校氛围；提供差异化内外支持策略，增强教师自我效能感。

英文摘要:

      Teachers’ instructional practices are the main carrier for school education， and the influence of the school cli? mate， as a soft environment of school education， on instructional practices is receiving ever increasing attention . This study uses the TALIS 2018 data and employs structural equation modeling to explore the influence mechanism of school climate on teachers’ instructional practices. The findings reveal that school climate significantly impacts teachers’ instructional practices， with teach? ers’ self-efficacy playing a crucial mediating role. Further analysis shows that their self-efficacy mediates the relationship be? tween teacher collaboration， teacher-student relationships， democratic management and instructional practices， while it exerts a suppression effect on the relationship between disciplinary climate and instructional practices. Additionally， years of teaching ex? perience moderates the relationship between school climate and teachers’ self-efficacy. To further enhance teachers’ instruc? tional practices， the study suggests strengthening institutional construction and encouraging full participation to create a positive school climate， and providing differentiated internal and external support strategies to enhance teachers’ self-efficacy.