Educational social psychology on instructional strategy as the integration of teacher's two discrepant leaderships

本研究考察了教师两种不同的教学领导：任务导向领导和接受领导的整合。在研究1中，191名小学教师完成了一份测量教学行为、课堂学生的任务动机和表现以及合作的问卷。课堂学生（N= 1037）评估他们的任务动机和合作。结果显示，五年级和六年级教师将“慎重面对任务”策略作为两种领导的整合。在研究2中，一个为期一年的案例研究报告了小学五年级教师的策略从考虑转变为授权，她的学生的自主性和合作能力得到了提高。

The present research investigated the integration of teacher's two discrepant instructional leaderships : task-oriented leadership and acceptance leadership. In study 1, elementary school teachers (N=191) completed a questionnaire measuring instructional behaviors, classroom pupils' task motivation and performance, and cooperation. Classroom pupils (N=1,037) estimated their task motivation and cooperation. The results revealed that fifth- and sixth grade teachers practiced "confront the task considerately" strategy as two leaderships' integration. In study 2, one year period case study reported that a fifth-grade elementary school teacher strategy changed from consideration to delegation, and that her pupils improved their autonomy and cooperation.