Purpose

The purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.

Design/methodology/approach

This cross-sectional survey was based on a questionnaire sent to 435 employees of 29 preschools in Norway. A total of 284 responses were returned, with a response rate of 65.3%. A total of three research hypotheses were formulated. A confirmatory factor analysis (CFA) was used to develop three measurement models, and structural equation modelling (SEM) based on the multigroup analysis was used to test the hypotheses.

Findings

Results revealed that cognitive tasks increase the occurrence of mentoring provided at work for employees with and without an educational leadership position. Furthermore, educational leadership moderates the relationship between cognitive tasks and mentoring provided.

Research limitations/implications

The use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases. Implications for practice and future research are also discussed.

Originality/value

This is an understudied area, and no previous research has used a confirmatory approach to investigate how cognitive tasks and educational leadership influence the occurrence of mentoring provided.

中文翻译：

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工作特征理论与指导：认知任务和教育领导力对指导的影响

目的

这项研究的目的是调查认知任务对所提供的指导的影响以及具有教育领导地位的适度影响。

设计/方法/方法

这项横断面调查基于向挪威29个学前班的435名员工发送的调查表。总共返回了284个响应，响应率为65.3％。总共提出了三个研究假设。使用验证性因子分析（CFA）来开发三个测量模型，并使用基于多组分析的结构方程模型（SEM）来检验假设。

发现

结果表明，认知任务增加了为有和没有教育领导职务的员工提供工作指导的机会。此外，教育领导者可调节认知任务与所提供指导之间的关系。

研究局限/意义

讨论了便利抽样和自我报告的使用，特别是与代表性和报告偏差有关。还讨论了对实践和未来研究的影响。

创意/价值

这是一个尚未得到充分研究的领域，以前的研究都没有使用验证性方法来研究认知任务和教育领导力如何影响所提供指导的发生。