数字化转型背景下教师课程领导力发展影响机制研究

doi:10.16382/j.cnki.1000-5560.2025.07.008

摘要/Abstract

摘要：

在新课程改革和教育数字化转型的双重背景下，中小学教师课程领导力的发展是助力高质量课程改革深化落实的迫切需求，教师课程领导力发展的影响机制是值得研究的重要问题。本研究基于文献研究与实证研究构建数字化转型背景下教师课程领导力的影响路径假设，从教师课程领导力内部结构、教师个人特质和学校组织环境三个维度探究九个要素之间的关系，使用结构方程模型分析并验证构建的影响路径模型和假设，并据此提出教师课程领导力的发展策略。研究结果表明：在数字化转型背景下的课程领导力内部结构中，课程领导认知和课程领导认同都对课程领导实践有显著且正向的影响；个人特质方面，数字素养和技术接受均对课程领导认知和课程领导认同有显著且正向的影响；组织环境方面，课程领导认同作为技术环境影响课程领导实践的完全中介，组织文化分别对课程领导认知和课程领导认同有显著且正向的影响。基于研究发现，从教师课程领导力内部结构、教师个人特质和学校的组织环境三个层面提出了数字化时代教师课程领导力的发展策略与建议。

关键词: 数字化转型, 中小学教师, 课程领导力, 发展机制

Abstract:

Under the dual background of new curriculum reform and digital transformation of education, the development of primary and secondary school teachers' curriculum leadership is an urgent need to help deepen the implementation of high-quality curriculum reform in the new era, and the influence mechanism of teachers' curriculum leadership development is an important issue worthy of study. Based on the literature and empirical research, this study constructs the hypothesis of the influence path of teacher curriculum leadership in the context of digital transformation, aims to explore the relationship between the nine elements from the three dimensions of the internal structure of teacher curriculum leadership, teachers’ personal traits and the school organizational environment, and uses structural equation modeling to analyze and validate the constructed influence path model and hypotheses, and proposes strategies for the development of teacher curriculum leadership accordingly. The results of the study show that within curriculum leadership in the context of digital transformation, both curriculum leadership cognition and curriculum leadership identity have a significant and positive influence on curriculum leadership practice. In terms of personal attributes, both digital literacy and technology acceptance have a significant and positive influence on curriculum leadership cognition and curriculum leadership identity, respectively. In terms of the organizational environment, curriculum leadership identity, as a complete mediator of the technological environment's influence on curriculum leadership practice, organizational culture had a significant and positive effect on course leader perceptions and course leader identity, respectively. Based on the findings, strategies and suggestions for the development of teachers’ curriculum leadership in the digital era are proposed at three levels: the internal structure of teachers’ curriculum leadership, teachers' personal attributes, and the organizational environment of the school.

Key words: digital transformation, primary and secondary school teachers, curriculum leadership, development mechanism

屈曼祺, 李宝敏, 宫玲玲. 数字化转型背景下教师课程领导力发展影响机制研究[J]. 华东师范大学学报(教育科学版), 2025, 43(7): 96-107.

Manqi Qu, Baomin Li, Lingling Gong. A Study of the Mechanisms Influencing the Development of Teachers’ Curriculum Leadership in the Context of Digital Transformation[J]. Journal of East China Normal University(Educationa, 2025, 43(7): 96-107.

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研究维度	研究问题与对应研究假设
内部结构	数字化转型背景下的教师课程领导认知和课程领导认同是否会影响教师课程领导实践，影响程度如何？
	H1	教师课程领导认知对教师课程领导实践力有显著且正向的影响。
	H2	教师课程领导认同对教师课程领导实践力有显著且正向的影响。
个人特质	教师个人特质（数字素养、技术接受度、技术整合下的自我效能）是否会影响数字化转型背景下教师课程领导力（教师课程领导认知、教师课程领导认同、教师课程领导实践），影响程度如何，影响路径是什么？
	H3	数字素养对教师课程领导认知有显著且正向的影响。
	H4	数字素养对教师课程领导认同有显著且正向的影响。
	H5	技术接受度对教师课程领导认知有显著且正向的影响。
	H6	技术接受度对教师课程领导认同有显著且正向的影响。
	H7	技术接受度对教师课程领导实践有显著且正向的影响。
	H8	技术整合下的自我效能感对教师课程领导认知有显著且正向的影响。
	H9	技术整合下的自我效能感对教师课程领导认同有显著且正向的影响。
	H10	技术整合下的自我效能感对教师课程领导实践有显著且正向的影响。
组织环境	教师组织环境（技术环境、组织文化、支持制度）是否会影响数字化转型背景下教师课程领导力（教师课程领导认知、教师课程领导认同、教师课程领导实践），影响程度如何，影响路径是什么？
	H11	技术环境对教师课程领导认同有显著且正向的影响。
	H12	组织文化对教师课程领导认知有显著且正向的影响。
	H13	组织文化对教师课程领导认同有显著且正向的影响。
	H14	支持制度对教师课程领导认同有显著且正向的影响。

假设	假设路径	B	β	S.E.	T	P-Value	结果
H1	CLV->CLP	0.412	0.353	0.144	2.857	0.004	支持
H2	CLI->CLP	0.827	0.798	0.194	4.26	***	支持
H3	DL->CLV	0.261	0.379	0.072	3.609	***	支持
H4	DL->CLI	0.313	0.403	0.077	4.049	***	支持
H5	TA->CLV	0.38	0.476	0.1	3.801	***	支持
H6	TA->CLI	0.345	0.383	0.095	3.613	***	支持
H7	TA->CLP	−0.045	−0.048	0.076	−0.592	0.554	不支持
H8	SE->CLV	−0.24	−0.328	0.1	−2.397	0.017	不支持
H9	SE->CLI	0.021	0.025	0.101	0.209	0.834	不支持
H10	SE->CLP	−0.123	−0.144	0.085	−1.449	0.147	不支持
H11	TE->CLI	0.122	0.175	0.04	3.025	0.002	支持
H12	GC->CLV	0.277	0.448	0.049	5.64	***	支持
H13	GC->CLI	0.265	0.38	0.097	2.735	0.006	支持
H14	SS->CLI	−0.128	−0.216	0.079	−1.623	0.105	不支持

路径	B	β	S.E.	t	P-Value
SE<->DL	0.367	0.722	0.050	7.313	***
SE<->TA	0.348	0.794	0.048	7.196	***
DL<->TA	0.290	0.624	0.045	6.449	***
SS<->GC	0.711	0.905	0.095	7.518	***

路径	中介效应	Pointestimate	Bootstrap5000time95%CI				中介类型
路径	中介效应	Pointestimate	Biascorrected		Percentile		中介类型
DL->CLV->CLP	间接效应	0.508***	0.368	0.687	0.356	0.672	完全中介
	直接效应	0.043	−0.077	0.175	−0.079	0.174
	总效应	0.551***	0.387	0.71	0.382	0.706
DL->CLI->CLP	间接效应	0.738***	0.495	1.13	0.485	1.1	完全中介
	直接效应	−0.193	−0.502	0.031	−0.506	0.03
	总效应	0.545***	0.396	0.697	0.389	0.69
TA->CLV->CLP	间接效应	0.629***	0.475	0.843	0.467	0.834	完全中介
	直接效应	0.005	−0.153	0.153	−0.158	0.148
	总效应	0.635***	0.46	0.849	0.451	0.839
TA->CLI->CLP	间接效应	0.831***	0.605	1.197	0.585	1.16	完全中介
	直接效应	−0.194	−0.488	−0.01	−0.454	0.005
	总效应	0.637***	0.47	0.842	0.463	0.831
TE->CLI->CLP	间接效应	0.428***	0.272	0.653	0.259	0.633	完全中介
	直接效应	0.042	−0.107	0.215	−0.123	0.199
	总效应	0.471***	0.338	0.619	0.323	0.602
GC->CLV->CLP	间接效应	0.556***	0.407	0.758	0.398	0.745	完全中介
	直接效应	0.054	−0.097	0.196	−0.091	0.202
	总效应	0.611***	0.457	0.793	0.456	0.788
GC->CLI->CLP	间接效应	0.562***	0.412	0.786	0.383	0.736	完全中介
	直接效应	0.035	−0.112	0.188	−0.094	0.212
	总效应	0.596***	0.445	0.777	0.442	0.773

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