Conversational Leadership of School Heads and Teacher Sense of Self-Efficacy
Conversational Leadership of School Heads and Teacher Sense of Self-Efficacy
复制标题
校长的谈话式领导与教师自我效能感
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Eugenio S. Guhao
中科院分区：
文献类型：
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作者：
Eugenio S. Guhao
本研究的主要目的是探讨校长在哪些领域的会话领导对教师自我效能感有显著影响。本研究采用定量非实验研究设计，采用相关技术，随机选择了2015-2016学年菲律宾达沃地区的1，210名公立学校教师。研究结果表明，校长在教师心目中具有很高的会话领导能力，教师具有很高的自我效能感。此外，研究结果显示，校长的会话领导与教师自我效能感之间存在显著相关。在对话领导的六个领域中，四个领域对教师效能感有显著影响，即：促进创新和能力发展;探索关键问题;引导集体智慧走向有效行动;促进创新和能力发展。
The main objective of the study was to determine which domains of conversational leadership of school heads significantly influenced teacher self-efficacy. Quantitative non-experimental research design was used in this study following the correlational techniques to randomly selected 1,210 public school teachers in Davao Region, Philippines in school year 2015-2016. Research findings showed that school heads as perceived by their teachers have very high level of conversational leadership and teachers have very high level of self-efficacy. Furthermore, results revealed that conversational leadership of school heads and teacher self-efficacy were significantly correlated with each other. Among the six domains of conversational leadership, four domains gave significant influences on teacher efficacy, namely: Fostering innovative and capacity development; Exploring critical issues and questions; Guiding collective intelligence toward effective action; and Fostering innovative and capacity development.
动荡时期的绩效管理：分析与洞察
DOI：
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发表时间：
2012
期刊：
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影响因子：
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作者：
Barrows, Ed;Neely, Andy
通讯作者：
Neely, Andy