نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران
2 دکتری، فلسفه تعلیم و تربیت، دانشگاه فرهنگیان یزد، ایران.
3 کارشناسی ارشد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آعلامه طباطبایی، تهران، ایران.
4 کارشناسی ارشد تحقیقات آموزشی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه خوارزمی ، کرج، ایران
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Background and Objective: This research was conducted with the aim of investigating the relationship between teacher's leadership style and students' academic engagment with the mediating role of classroom climate and academic self-efficacy.
research methodology: The descriptive research method was correlation type with structural equation approach. The statistical population of the research included 420 secondary school boys of Salas Babajani city, 210 of whom were selected as a sample using the multi-stage cluster sampling method. To collect data, Tsai's teacher leadership style questionnaire (2014), Hu's school climate questionnaire (2010), Zazhakua Lynch and Spanshad's academic self-efficacy questionnaire (2005) and Wang et al.'s academic enthusiasm questionnaire (2014) were used. Descriptive statistics and inferential statistics were used for data analysis under SPSS software and Smart Pls software was used to check model fit.
Findings: There is a positive and meaningful relationship between teacher leadership style and school climate, there is a positive and meaningful relationship between teacher leadership style and academic self-efficacy, there is a positive and meaningful relationship between teacher leadership style and academic enthusiasm, there is a positive relationship between school climate and academic enthusiasm and there is significant, there is a positive and significant relationship between academic self-efficacy and academic enthusiasm. Also, school climate and academic self-efficacy play a mediating role in the relationship between teacher leadership style and academic enthusiasm
Conclusion: teacher's leadership style, classroom climate and academic self-efficacy are important and effective variables on academic engagment.
کلیدواژه‌ها [English]
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