分布式领导与创新性教学实践*

教育科学 ›› 2025, Vol. 41 ›› Issue (3): 38-44.

分布式领导与创新性教学实践^*

靳天宇¹, 陈燕², 刘惠琴¹^,³

1.清华大学教育研究院,北京 100084
2.北京工业大学高等教育研究院,北京 100124
3.清华大学深圳国际研究生院,广东深圳 518055

出版日期:2025-05-15 发布日期:2025-06-10
作者简介:靳天宇(1995- ),女,北京人,清华大学教育研究院助理教授,主要从事教育领导、教育经济等研究;
陈燕(1985- ),女,山西榆次人,北京工业大学高等教育研究院副研究员,主要从事教育管理、教育评价等研究;
刘惠琴(1968- ),女,山东烟台人,清华大学深圳国际研究生院党委书记,清华大学教育研究院研究员,主要从事教育管理、教育政策等研究。
基金资助:
*国家自然科学基金2023年度青年项目“基于价值协商的专业学位质量评价模型构建及实证研究”(72204018)

Distributed Leadership and Innovative Teaching Practice

Jin Tianyu¹, Chen Yan², Liu Huiqin¹^,³

1. Institute of Education,Tsinghua University,Beijing 100084,China
2. Institute of Higher Education Research,Beijing University of Technology,Beijing 100124,China
3. Shenzhen International Graduate School,Tsinghua University,Shenzhen Guangdong 518055,China

Online:2025-05-15 Published:2025-06-10

摘要/Abstract

摘要：

教学创新作为一种高阶教学能力,有助于激发学生的学习能力,提升教学效果。如何通过校长领导力促进教学实践创新是教育管理领域亟须关注的问题。本研究采用经合组织2018年教师教学国际调查中国上海数据考察了分布式领导对创新性教学实践的影响。研究结果表明:分布式领导对教师创新性教学实践具有显著正向预测作用;分布式领导通过强化教学效能感和学校氛围来推动创新性教学实践;教师工作负担在分布式领导与创新性教学实践中起负向调节作用。教师工作负担越重,分布式领导的作用越弱。基于以上结论,本研究提出校长在管理中应分享领导权力,推动建设良好的学校氛围并为教师赋能。与此同时,校长应降低教师行政负担,让教师把更多时间和精力用于教学创新。

关键词: 创新性教学实践, 分布式领导, 学校氛围, 工作负担, 教学效能感

Abstract:

As a high-level teaching competency, instructional innovation plays a vital role in stimulating students’ learning capacity and improving teaching effectiveness. How school leadership can foster innovative teaching practices has become a pressing concern in the field of educational administration. Drawing on data from the OECD 2018 Teaching and Learning International Survey in Shanghai,China,this study investigates the impact of distributed leadership on innovative teaching practices. The results reveal that distributed leadership significantly and positively predicts teachers’ engagement in innovative instructional practices. Moreover,distributed leadership promotes innovation indirectly by enhancing teaching self-efficacy and improving school climate. However,teachers’ workload exerts a negative moderating effect:the heavier the workload,the weaker the influence of distributed leadership on innovation. Based on these findings,this study recommends that school principals share leadership responsibilities,foster a supportive school climate,and empower teachers. At the same time,principals should reduce teachers'administrative burden to allow more time and energy to be devoted to instructional innovation.

Key words: innovative teaching practices, distributed leadership, school climate, workload, teaching self-efficacy

中图分类号:

G642

靳天宇, 陈燕, 刘惠琴. 分布式领导与创新性教学实践^*[J]. 教育科学, 2025, 41(3): 38-44.

Jin Tianyu, Chen Yan, Liu Huiqin. Distributed Leadership and Innovative Teaching Practice[J]. Education Science, 2025, 41(3): 38-44.

图/表 4

表1

表2

表3

表4

参考文献 20

[1]	International Commission on the Futures of Education. Reimagining our futures together:a new social contract for education[M]. Paris:UNESCO, 2021.
[2]	THURLINGS M, EVERS A T, VERMEULEN M. Toward a model of explaining teachers’ innovative behavior:a literature review[J]. Review of educational research, 2015, 85(3):430-471.
[3]	中共中央国务院印发《中国教育现代化2035》[N]. 人民日报, 2019-02-24(1).
[4]	冯大鸣. 西方教学领导研究的再度兴盛及逻辑转向[J]. 教育研究, 2012, 33(3):135-139.
[5]	MIFSUD D. A systematic review of school distributed leadership: exploring research purposes, concepts and approaches in the field between 2010 and 2022[J]. Journal of educational administration and history, 2024, 56(2):154-179.
[6]	HARGREAVES A, FINK D. Redistributed leadership for sustainable professional learning communities[J]. Journal of school leadership, 2006, 16 (5):550-565.
[7]	HARRIS A. Distributed leadership: Friend or foe?[J]. Educational management administration & leadership, 2013, 41 (5):545-554.
[8]	SPILLANE J P, HALVERSON R, DIAMOND J B. Investigating school leadership practice: a distributed perspective[J]. Educational researcher, 2001, 30 (3):23-28.
[9]	HARRIS A. Distributed leadership: conceptual confusion and empirical reticence[J]. International journal of leadership in education, 2007, 10 (3):315-325.
[10]	LEITHWOOD K, SUN J, POLLOCK K. How school leaders contribute to student success: the four paths framework[M]. Cham:Springer, 2017.
[11]	刘胜男, 郭嘉欣, 赵新亮. 学校支持服务体系对乡村青年教师教学创新的影响机制研究[J]. 教师教育研究, 2022, 34(1):78-85.
[12]	O’SHEA C. Distributed leadership and innovative teaching practices[J]. International journal of educational research open, 2021, 2:100088.
[13]	BANDURA A. Self-efficacy:toward a unifying theory of behavioral change[J]. Psychological review, 1977, 84 (2):191-215.
[14]	SUN A, XIA J. Teacher distributed leadership, teacher self-efficacy and job satisfaction:a multilevel SEM approach using the 2013 TALIS data[J]. International journal of educational research, 2018, 92:86-97.
[15]	NIE Y, TAN G H, LIAU A K, et al. The roles of teacher efficacy in instructional innovation: its predictive relations to constructivist and didactic instruction[J]. Educational research for policy and practice, 2013, 12:67-77.
[16]	LIU Y, BELLIBAS M S. School factors that are related to school principals’ job satisfaction and organizational commitment[J]. International journal of educational research, 2018, 90:1-19.
[17]	HOY W K, WOOLFOLK A E. Teachers’ sense of efficacy and the organizational health of schools[J]. The elementary school journal, 1993, 93 (4): 355-372.
[18]	GKOREZIS P. Principal empowering leadership and teacher innovative behavior: a moderated mediation model[J]. International journal of educational management, 2016, 30 (6):1030-1044.
[19]	AINLEY J, CARSTENS R. Teaching and learning international survey (TALIS) 2018 conceptual framework[R]. Paris: OECD Publishing, 2018.
[20]	IACOBUCCI D, SALDANHA N, DENG X. A meditation on mediation: evidence that structural equations models perform better than regressions[J]. Journal of consumer psychology, 2007, 17(2):139-153.

变量	1	2	3	4	5
1.分布式领导	1.000
2.创新性教学实践	0.450^***	1.000
3.教学效能感	0.297^***	0.266^***	1.000
4.学校氛围	0.579^***	0.484^***	0.382^***	1.000
5.工作负担	-0.204^***	-0.127^***	-0.024^***	-0.110^***	1.000

效应检验结果(Bootstrap5 000次)	效应值	标准误	Z值	P值	95%置信区间
直接效应	0.252	0.028	8.870	0.000	0.196	0.307
分布式领导—教学效能感—创新性教学实践	0.007	0.003	2.610	0.009	0.002	0.012
分布式领导—学校氛围—创新性教学实践	0.208	0.018	11.830	0.000	0.174	0.243
分布式领导—学校氛围—教学效能感—创新性教学实践	0.013	0.004	3.350	0.001	0.005	0.021
总间接效应	0.228	0.018	13.010	0.000	0.194	0.263
总效应	0.480	0.022	21.760	0.000	0.437	0.523

调节效应检验	效应值	标准误	Z值	P值	95%置信区间
分布式领导—创新性教学实践	0.462	0.014	33.980	0.000	0.435	0.489
工作负担—教学创新	-0.038	0.015	-2.550	0.011	-0.068	-0.009
分布式领导*工作负担—创新性教学实践	-0.076	0.015	-5.120	0.000	-0.105	-0.047

地区	中国	韩国	越南	美国	英国
中介效应检验结果(Bootstrap1 000次)
直接效应	0.252^***	0.354^***	0.107^***	0.244^***	0.325^***
分布式领导—自我效能—教师创新	0.007^***	0.004	0.051^***	-0.002	0.001
分布式领导—教学氛围—教师创新	0.208^***	0.075^***	0.262^***	0.183^***	0.102^***
分布式领导—教学氛围—自我效能—教师创新	0.013^***	0.017^***	0.028^***	-0.001	0.001
总间接效应	0.228^***	0.096^***	0.341^***	0.180^***	0.104^***
总效应	0.480^***	0.450^***	0.449^***	0.424^***	0.430^***
调节效应检验
分布式领导—教师创新	0.462^***	0.488^***	0.231^***	0.379^***	0.400^***
工作压力—教师创新	-0.038^**	0.016	-0.073^***	-0.053^**	-0.002
分布式领导*工作压力—教师创新	-0.076^***	-0.045^**	0.0132	-0.031	-0.028