小学教师集体效能及其对自我效能功能的调节

通过对28所小学1299名教师的问卷调查，作者主要探讨了教师集体效能在解释学校间教师心理特征各方面差异时的重要性，及其对自我效能预测功能的调节作用。多层分析结果表明，（1）教师自我效能对教师心理特征各方面的表现有显著的预测作用，这一预测作用存在学校间的差异；（2）教师集体效能高的学校，教师的工作满意度、内在动机、工作投入、同事关系满意度平均较高，离职倾向较低；（3）教师集体效能对自我效能与工作满意度等心理特征各方面的关系有显著调节作用，集体效能高的学校，自我效能对教师心理特征诸方面表现的预测力较强

TEACHER COLLECTIVE EFFICACY AND IT'S MODERATING EFFECT ON THE FUNCTION OF TEACHERS'SELF-EFFICACY

Based on survey data collected from 1299 teachers representing 28 elementary schools, the important effects of collective efficacy as a school context characteristic variable were examined, including both as a predictor to explain the teachers' mean difference among schools and as a moderator moderating the relations of self-efficacy and teachers' characteristic variables, such as teachers' job satisfaction, work devotion, internal motivation and the satisfaction of colleague relationship and demission tendency. Hierarchical Linear Model(HLM) results revealed that (1) teachers' self-efficacy significantly predicted teachers' job satisfaction, work devotion, internal motivation and the satisfaction of colleague relationship and demission tendency, but there were school level variations among these effects; (2) the higher the school's collective efficacy, the school means of teachers' job satisfaction, work devotion, internal motivation and the satisfaction of colleague relationship were higher, and demission tendency was lower; (3) School-level collective efficacy moderated the relationships between self-efficacy and other teachers' characteristics, teachers in higher collective efficacy schools, the teachers' self efficacy was more positively related to teachers' job satisfaction, work devotion, internal motivation and the satisfaction of colleagues than did those in lower collective efficacy schools, but more negatively related to demission tendency.