How Collaborative School Culture Affects Teachers’ Teaching Strategies: An Analysis of the Intermediary Effect of Teaching Efficacy and Organizational Commitment

  • Rui Pu ,
  • Xiaonan Cui ,
  • Jia Qian
Expand
  • School of Education, Central China Normal University, Wuhan 430079, China

Online published: 2024-06-06

Abstract

The teachers’ teaching strategy is an effective guarantee for improving the quality of teaching. School culture provides a cultural environment for teacher professional development, and it is an important factor in improving teachers’ teaching strategies. This study, based on a survey of 4,594 primary school teachers from 14 districts in W City, uses descriptive statistics, correlation analysis, the structural equation model, and other research methods to explore the mechanism for the collaborative school culture to affect teachers’ teaching strategies, and the intermediary effect of their teaching efficacy and organizational commitment in the mechanism. The results are as follows. The collaborative school culture is significantly positively correlated with teachers’ teaching strategies; teachers’ teaching efficacy and organizational commitment partially mediate between collaborative culture and teachers’ instructional strategies, and the effect of teaching efficacy-organizational commitment has a chain mediating effect between collaborative culture and teachers’ instructional strategies. In order to continuously improve teaching strategies and the quality of teaching, the cultural leadership of principals should be given full play to create a cooperative school culture; a democratic and mutual-help teachers’ team should be established to stimulate teachers’ sense of teaching efficacy; and a management environment of coexistence, governance, sharing and co-prosperity should be constructed to cultivate a sense of organizational commitment among teachers.

Cite this article

Rui Pu , Xiaonan Cui , Jia Qian . How Collaborative School Culture Affects Teachers’ Teaching Strategies: An Analysis of the Intermediary Effect of Teaching Efficacy and Organizational Commitment[J]. Journal of East China Normal University(Educational Sciences), 2024 , 42(7) : 89 -99 . DOI: 10.16382/j.cnki.1000-5560.2024.07.008

References

null 安迪?哈格里夫斯, 迈克?富兰. (2015). 专业资本: 变革每所学校的教学(高振宇译). 上海: 华东师范大学出版社.
null 陈纯槿. 国际比较视域下的教师教学效能感——基于TALIS调查数据的实证研究 全球教育展望 2017 4 11 22+128 陈纯槿. (2017). 国际比较视域下的教师教学效能感—基于TALIS调查数据的实证研究. 全球教育展望,(4),11—22+128.
null 陈晶, 刘璇, 王永莲. 创建学习型组织对高职教师组织承诺的影响研究——以陕西部分高职院校为例 职教论坛 2019 3 84 89 陈晶, 刘璇, 王永莲. (2019). 创建学习型组织对高职教师组织承诺的影响研究—以陕西部分高职院校为例. 职教论坛,(3),84—89.
null 成刚, 董彬怡, 姜雨辰. 教师组织承诺对工作满意度的影响——基于职业枯竭的中介作用 基础教育 2022 5 33 50 成刚, 董彬怡, 姜雨辰. (2022). 教师组织承诺对工作满意度的影响—基于职业枯竭的中介作用. 基础教育,(5),33—50.
null 范勇, 刘亚芳. 何种教学策略更有效——来自中国教育追踪调查的经验证据 中国人民大学教育学刊 2022 3 151 165 范勇, 刘亚芳. (2022). 何种教学策略更有效—来自中国教育追踪调查的经验证据. 中国人民大学教育学刊,(3),151—165.
null 高晓清, 杨洋. 绩效考核公平感对县域中小学教师工作投入的影响——基于组织认同的中介效应 教育研究 2022 11 149 159 高晓清, 杨洋. (2022). 绩效考核公平感对县域中小学教师工作投入的影响—基于组织认同的中介效应. 教育研究,(11),149—159.
null 李红恩, 靳玉乐. 论教师教学策略的知识管理 高等教育研究 2012 1 81 85 李红恩, 靳玉乐. (2012). 论教师教学策略的知识管理. 高等教育研究,(1),81—85.
null 李琼, 何柯薇, 周敬天. 从政策留人到发展留人: 合作交流的专业发展氛围可以留住乡村教师吗 教育学报 2022 2 124 133 李琼, 何柯薇, 周敬天. (2022). 从政策留人到发展留人: 合作交流的专业发展氛围可以留住乡村教师吗. 教育学报,(2),124—133.
null 李玮, 宋善华, 周盈, 钟宗林. 教学创新氛围对教师促进型教学工作重塑的影响——基于民办高校的案例研究 教育学术月刊 2023 2 60 66 李玮, 宋善华, 周盈, 钟宗林. (2023). 教学创新氛围对教师促进型教学工作重塑的影响—基于民办高校的案例研究. 教育学术月刊,(2),60—66.
null 李作林, 刘长焕, 陶业曦, 施一宁, 李淑江. 真实问题解决: 指向核心素养提升的教学策略——以人大附中通用技术课程建设为例 中国电化教育 2020 2 109 116 李作林, 刘长焕, 陶业曦, 施一宁, 李淑江. (2020). 真实问题解决: 指向核心素养提升的教学策略—以人大附中通用技术课程建设为例. 中国电化教育,(2),109—116.
null 刘莉莉, 孔曼. 变革型领导力与教师组织承诺的关系研究——教师自我效能感的中介效应分析 华东师范大学学报(教育科学版) 2020 7 97 105 刘莉莉, 孔曼. (2020). 变革型领导力与教师组织承诺的关系研究—教师自我效能感的中介效应分析. 华东师范大学学报(教育科学版),(7),97—105.
null 刘彦军, 郭建如. 教师转型: 组织承诺与组织支持的共同作用 高等工程教育研究 2021 1 115 121 刘彦军, 郭建如. (2021). 教师转型: 组织承诺与组织支持的共同作用. 高等工程教育研究,(1),115—121.
null 刘益, 刘军, 宋继文, 吴维库. 不同情商水平下领导行为与员工组织承诺关系的实证研究 南开管理评论 2007 2 12 18+24 刘益, 刘军, 宋继文, 吴维库. (2007). 不同情商水平下领导行为与员工组织承诺关系的实证研究. 南开管理评论,(2),12—18+24.
null 罗生全, 孟宪云. 中小学教师教学效能的现状及提升策略 课程?教材?教法 2015 5 12 20 罗生全, 孟宪云. (2015). 中小学教师教学效能的现状及提升策略. 课程?教材?教法,(5),12—20.
null 穆洪华, 胡咏梅, 刘红云, 刘坚. 教师专业发展对其课堂教学策略有影响吗?——来自中国基础教育质量监测的证据 教师教育研究 2017 6 66 72 穆洪华, 胡咏梅, 刘红云, 刘坚. (2017). 教师专业发展对其课堂教学策略有影响吗?—来自中国基础教育质量监测的证据. 教师教育研究,(6),66—72.
null 庞丽娟, 洪秀敏. 教师自我效能感: 教师自主发展的重要内在动力机制 教师教育研究 2005 4 43 46 庞丽娟, 洪秀敏. (2005). 教师自我效能感: 教师自主发展的重要内在动力机制. 教师教育研究,(4),43—46.
null 汤丹丹, 温忠麟. 共同方法偏差检验: 问题与建议 心理科学 2020 1 215 223 汤丹丹, 温忠麟. (2020). 共同方法偏差检验: 问题与建议. 心理科学,(1),215—223.
null 唐一鹏, 王闯, 胡咏梅. 如何提升中小学生的学业成绩?——基于学习策略与教学策略改进的视角 华东师范大学学报(教育科学版) 2020 3 93 105 唐一鹏, 王闯, 胡咏梅. (2020). 如何提升中小学生的学业成绩?—基于学习策略与教学策略改进的视角. 华东师范大学学报(教育科学版),(3),93—105.
null 王京华, 李玲玲. 教师学习共同体——教师专业发展的有效路径 河北师范大学学报(教育科学版) 2013 2 39 42 王京华, 李玲玲. (2013). 教师学习共同体—教师专业发展的有效路径. 河北师范大学学报(教育科学版),(2),39—42.
null 谢翌, 马云鹏. 重建学校文化: 优质学校建构的主要任务 华东师范大学学报(教育科学版) 2005 1 7 15 谢翌, 马云鹏. (2005). 重建学校文化: 优质学校建构的主要任务. 华东师范大学学报(教育科学版),(1),7—15.
null 徐广华, 孙宽宁. 青年教师留守乡村学校的内源性因素分析——基于《乡村青年教师口述史》的质性研究 教育发展研究 2019 20 47 52+77 徐广华, 孙宽宁. (2019). 青年教师留守乡村学校的内源性因素分析—基于《乡村青年教师口述史》的质性研究. 教育发展研究,(20),47—52+77.
null 易凌云, 卿素兰, 高慧斌, 李新翠. 坚持把教师队伍建设作为基础工作——习近平总书记关于教育的重要论述学习研究之四 教育研究 2022 4 4 17 易凌云, 卿素兰, 高慧斌, 李新翠. (2022). 坚持把教师队伍建设作为基础工作—习近平总书记关于教育的重要论述学习研究之四. 教育研究,(4),4—17.
null 曾佑来, 张佳慧. 美国佛蒙特州教师合作改进实践及其启示 教育理论与实践 2022 35 35 39 曾佑来, 张佳慧. (2022). 美国佛蒙特州教师合作改进实践及其启示. 教育理论与实践,(35),35—39.
null 张平平, 胡咏梅. 中小学校长领导力对教师专业合作行为的影响 湖南师范大学教育科学学报 2018 5 15 24 张平平, 胡咏梅. (2018). 中小学校长领导力对教师专业合作行为的影响. 湖南师范大学教育科学学报,(5),15—24.
null 张清宇, 苏君阳. 校长教师交流轮岗实施方案中的问题与改进策略——基于35个区(县)校长教师交流轮岗实施方案的内容分析 教师教育研究 2017 6 59 65 张清宇, 苏君阳. (2017). 校长教师交流轮岗实施方案中的问题与改进策略—基于35个区(县)校长教师交流轮岗实施方案的内容分析. 教师教育研究,(6),59—65.
null 张婉莹, 毛亚庆. 校长变革型领导如何影响教师组织承诺——基于中介效应与调节效应的实证分析 教育研究 2022 6 134 147 张婉莹, 毛亚庆. (2022). 校长变革型领导如何影响教师组织承诺—基于中介效应与调节效应的实证分析. 教育研究,(6),134—147.
null 郑鑫, 刘源, 尹弘飚. 文化与情境是如何影响教师学习的?——以中国教师学习共同体研究为例 华东师范大学学报(教育科学版) 2022 10 29 41 郑鑫, 刘源, 尹弘飚. (2022). 文化与情境是如何影响教师学习的?—以中国教师学习共同体研究为例. 华东师范大学学报(教育科学版),(10),29—41.
null 周浩, 龙立荣. 共同方法偏差的统计检验与控制方法 心理科学进展 2004 6 942 950 周浩, 龙立荣. (2004). 共同方法偏差的统计检验与控制方法. 心理科学进展,(6),942—950.
null 朱旭东. 论教师专业发展的理论模型建构 教育研究 2014 6 81 90 朱旭东. (2014). 论教师专业发展的理论模型建构. 教育研究,(6),81—90.
null 邹瑜. 优质均衡视域中的学校文化建设 教育科学研究 2012 8 20 23 邹瑜. (2012). 优质均衡视域中的学校文化建设. 教育科学研究,(8),20—23.
null Aldridge, J. M., & Fraser, B. J. Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction Learning Environments Research 2016 2 291 307 Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher self-efficacy and job satisfaction. Learning Environments Research, (2), 291—307.
null Allen, N. J., & Meyer, J. P. Affective, continuance, and normative commitment to the organization: An examination of construct validity Journal of Vocational Behavior 1996 3 252 276 Allen, N. J., & Meyer, J. P. (1996). Affective, continuance, and normative commitment to the organization: An examination of construct validity. Journal of Vocational Behavior, (3), 252—276.
null Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. Teachers’ Self-Efficacy Beliefs as Determinants of Job Satisfaction and Students’ Academic Achievement: A Study at the School Level Journal of School Psychology 2006 6 473 490 Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ Self-Efficacy Beliefs as Determinants of Job Satisfaction and Students’ Academic Achievement: A Study at the School Level. Journal of School Psychology, (6), 473—490.
null Carroll, J. B. (1985). The model of school learning: Progress of an idea. In C. W. Fisher, & D. C. Berliner (eds.). Perspectives on instructional time. White Plains, New York: Longman.
null Depaepe, F., & K?nig, J. General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education Teaching and Teacher Education 2018 1 177 190 Depaepe, F., & K?nig, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, (1), 177—190.
null Egodawatte, G., McDougall, D., & Stoilescu, D. The Effects of Teacher Collaboration in Grade 9 Applied Mathematics Educational Research for Policy and Practice 2011 3 189 209 Egodawatte, G., McDougall, D., & Stoilescu, D. (2011). The Effects of Teacher Collaboration in Grade 9 Applied Mathematics. Educational Research for Policy and Practice, (3), 189—209.
null Ham, S., & Kim, R. Y. The Influence of Principals’ Instructional Leadership on Teachers’ Use of Autonomy Supportive Instruction: An Analysis of Three Asia-Pacific Countries The Asia-Pacific Education Researcher 2013 1 57 65 Ham, S., & Kim, R. Y. (2013). The Influence of Principals’ Instructional Leadership on Teachers’ Use of Autonomy Supportive Instruction: An Analysis of Three Asia-Pacific Countries. The Asia-Pacific Education Researcher, (1), 57—65.
null Harris, A., & Jones, M.. Professional learning communities and system improvement Improving Schools 2010 2 172 181 Harris, A., & Jones, M. (2010). Professional learning communities and system improvement. Improving Schools, (2), 172—181.
null Hosford, S., & O’Sullivan, S. A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion International Journal of Inclusive Education 2015 6 604 621 Hosford, S., & O’Sullivan, S. (2015). A climate for self-efficacy: the relationship between school climate and teacher efficacy for inclusion. International Journal of Inclusive Education, (6), 604—621.
null Johnson, B., Stevens, J. J., & Zvoch, K. Teachers’ Perceptions of School Climate: A Validity Study of Scores from the Revised School Level Environment Questionnaire Educational and Psychological Measurement 2007 5 833 844 Johnson, B., Stevens, J. J., & Zvoch, K. (2007). Teachers’ Perceptions of School Climate: A Validity Study of Scores from the Revised School Level Environment Questionnaire. Educational and Psychological Measurement, (5), 833—844.
null Jurasaite-Harbison, E., & Rex, L. A. School cultures as contexts for informal teacher learning Teaching and teacher education 2010 2 267 277 Jurasaite-Harbison, E., & Rex, L. A. (2010). School cultures as contexts for informal teacher learning. Teaching and teacher education, (2), 267—277.
null Lee, V. E., & Smith, J. B. Collective responsibility for learning and its effects on gains in achievement for early secondary school students American Journal of Education 1996 2 103 147 Lee, V. E., & Smith, J. B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, (2), 103—147.
null Merrill, D. (2012) . First Principles of Instruction: Identifying and Designing Effective, Efficient, and Engaging Instruction. Hoboken, NJ: Pfeiffer.
null Mehmet ükrü Belliba., Polatcan, M., & Kln, A. A. Linking instructional leadership to teacher practices: the mediating effect of shared practice and agency in learning effectiveness Educational Management Administration & Leadership 2020 5 812 831 Mehmet ükrü Belliba., Polatcan, M., & Kln, A. A. (2020). Linking instructional leadership to teacher practices: the mediating effect of shared practice and agency in learning effectiveness. Educational Management Administration & Leadership, (5), 812—831.
null Meyer, J. P., & Allen, N. J. A. Three-component Conceptualization of Organizational Commitment Human Resource Management Review 1991 1 61 89 Meyer, J. P., & Allen, N. J. A. (1991). Three-component Conceptualization of Organizational Commitment. Human Resource Management Review, (1), 61—89.
null Monge, L. C., Domingo, S. J., & Torrego, S. J. C. Cultura de colaboración en un centro educativo: aportaciones desde el asesoramiento Educatio Siglo XXI 2018 2 277 Monge, L. C., Domingo, S. J., & Torrego, S. J. C. (2018). Cultura de colaboración en un centro educativo: aportaciones desde el asesoramiento. Educatio Siglo XXI, (2), 277.
null Prenger, R., Poortman, C. L., & Handelzalts, A. The Effects of Networked Professional Learning Communities Journal of Teacher Education 2019 5 441 452 Prenger, R., Poortman, C. L., & Handelzalts, A. (2019). The Effects of Networked Professional Learning Communities. Journal of Teacher Education, (5), 441—452.
null Reames, E. H. The Relationship between Middle School Culture and Teacher Efficacy and Commitment Classroom Environment 1998 40 1 35 Reames, E. H. (1998). The Relationship between Middle School Culture and Teacher Efficacy and Commitment. Classroom Environment, (40), 1—35.
null Reddy, L. A., Dudek, C. M., Fabiano, G. A., & Peters, S. Measuring Teacher Self-Report on Classroom Practices: Construct Validity and Reliability of the Classroom Strategies Scale -Teacher Form School Psychology Quarterly 2015 4 513 533 Reddy, L. A., Dudek, C. M., Fabiano, G. A., & Peters, S. (2015). Measuring Teacher Self-Report on Classroom Practices: Construct Validity and Reliability of the Classroom Strategies Scale -Teacher Form. School Psychology Quarterly, (4), 513—533.
null Seashore, L. K., & Marks, H. M. Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools American Journal of Education 1998 4 532 575 Seashore, L. K., & Marks, H. M. (1998). Does professional community affect the classroom? Teachers’ work and student experiences in restructuring schools. American Journal of Education, (4), 532—575.
null Shulman, L. S. Those Who Understand: Knowledge Growth in Teaching Educational Researcher 1986 2 4 14 Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, (2), 4—14.
null Tschannen-Moran, M. Collaboration and the need for trust Journal of Educational Administration 2001 4 308 331 Tschannen-Moran, M. (2001). Collaboration and the need for trust. Journal of Educational Administration, (4), 308—331.
null Tschannen-Moran, M., & Hoy, A. W. Teacher efficacy: Capturing an elusive construct Teaching & Teacher Education 2001 7 783 805 Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching & Teacher Education, (7), 783—805.
null Xin, Z., Hongbiao, Y., & Yuan, L. Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China School Effectiveness and School Improvement 2020 2 197 217 Xin, Z., Hongbiao, Y., & Yuan, L. (2020). Are professional learning communities beneficial for teachers? A multilevel analysis of teacher self-efficacy and commitment in China. School Effectiveness and School Improvement, (2), 197—217.
Outlines

/