严慈相济:校长双元领导行为对教师幸福感的影响机制研究OA

Based on the local context of educational management in China,this study adopted a mixed-methods ap-proach to systematically explore the influence mechanism of principals'benevolent-rigorous leadership on teachers'well-being.A questionnaire survey was conducted among 606 primary and secondary school teachers,and the results indicated that principals'benevolent-rigorous leadership exerted a significant positive impact on teachers'well-be-ing,with perceived organizational support and job crafting playing a chain mediating role between them.Among all the paths,the"benevolent-rigorous leadership→job crafting→teachers'well-being"path made the most crucial con-tribution.Further qualitative research revealed that teachers interpreted principals'benevolent-rigorous leadership behaviors into four strategies,namely sincere care type,rigorous restraint type,flexible control type,rigor-fostered growth type.These four interpretive strategies regulate teachers'emotional experiences and behavioral responses in the local cultural context that integrates affection,institution and reason.Based on the above findings,this study pro-posed that principals should develop three dimensions of practical awareness in their leadership construction:First,shift from institutional reinforcement to the guidance of value rationality,and clarify the value orientation of benevo-lent-rigorous leadership that serves the growth of teachers and students;Second,shift from the simple juxtaposition of benevolence and rigor to their integration and complementarity,and cultivate the contingency leadership art of flexible application in light of different times and situations;Third,shift from behavioral constraint to in-depth meaning moti-vation,and transform the benevolent-rigorous leadership into a practical process for teachers and students to jointly re-alize educational values.