Abstract

This study examined the direct and indirect influences of school leadership, institutional safety and professional learning and teaching climate on in-service teachers’ human capital development. To this purpose, correlational design with structural equation modeling was employed. The data were collected from 379 randomly selected in-service teachers in primary schools using six-point Likert-type scale. Internal consistency and composite reliability coefficients for all constructs were above .80. The constructs had adequate convergent and discriminant validities. Confirmatory factor analysis was performed using AMOS software to validate the measurement model. The model fit indices showed a good fit of measurement model and structural model to the data. Results showed that professional learning-teaching climate has a relatively stronger influence on teachers’ human capital development compared to school leadership and institutional safety. Professional learning-teaching climate mediates the influences of school leadership and institutional safety on teachers’ human capital development. After controlling institutional safety and professional learning-teaching climate, school leadership specifically exhibited a significant direct effect on human capital development. Likewise, institutional safety exhibited a significant direct effect on human capital development given controlled professional learning-teaching climate and school leadership. Thus, we conclude that the schools with shared leadership and safe institutional climate can foster in-service teachers’ human capital development by establishing supportive professional learning and teaching climate that highly invests in continuing professional learning and development. To this end, establishing supportive professional learning-teaching climate for teachers is suggested to boost their human capital which in turn will enhance student learning and achievement.

摘要

这项研究考察了学校领导，机构安全以及专业学习和教学环境对在职教师的人力资本发展的直接和间接影响。为此，采用了具有结构方程模型的相关设计。数据使用六点李克特型量表从379名随机选择的小学在职教师中收集。所有结构的内部一致性和复合可靠性系数均高于.80。该结构具有足够的收敛性和判别力。使用AMOS软件进行验证性因素分析以验证测量模型。模型拟合指数表明测量模型和结构模型与数据具有很好的拟合性。结果表明，与学校领导和机构安全相比，专业学习环境对教师的人力资本发展具有相对较强的影响。专业的学习氛围可以调解学校领导和机构安全对教师人力资本发展的影响。在控制了机构安全和专业学习的氛围之后，学校领导特别表现出对人力资本发展的重大直接影响。同样，在受控的专业学习教学氛围和学校领导才能的情况下，机构安全对人力资本发展也具有显着的直接影响。因此，我们得出的结论是，具有共同领导力和安全机构氛围的学校可以通过建立支持性的专业学习和教学氛围，大力投资于持续专业学习和发展，从而促进在职教师的人力资本发展。为此，建议为教师建立支持性的专业学习教学氛围，以增加他们的人力资本，从而提高学生的学习和成就。