ABSTRACT

This article studies the relationship between teachers’ perceptions of distributive leadership and inquiry-based work in primary schools and the resulting impact on those teachers’ capacity to contribute to educational change. The path analysis that tests the proposed model relies on questionnaire data collected from 787 teachers in 65 primary schools. The results indicate a direct, positive effect of distributive leadership on teachers’ collaboration and collegiality, as well as on their motivation to contribute to educational change. Inquiry-based work positively mediates the effect of such leadership styles on three aspects of teachers’ capacity to change: collaboration, professional learning activities, and motivational factors. Therefore, all three promising aspects can be reinforced if teachers adopt leadership roles and combine these roles with inquiry-based work practices.

摘要

本文研究了小学教师对分配领导力的看法与基于探究的工作之间的关系，以及由此产生的对这些教师促进教育变革的能力的影响。测试建议模型的路径分析依赖于从65所小学的787名教师收集的问卷数据。结果表明，分布型领导对教师的协作和合作以及他们促进教育变革的动机具有直接的积极影响。基于探究的工作积极地介导了这种领导风格对教师改变能力的三个方面的影响：协作，专业学习活动和动机因素。因此，