The Influence Of Instructional Leadership On Teaching Efficacy

The report of the 19 th National Congress of the Communist Party of China emphasizes the priority of developing education and the education of the people’s satisfaction,especially the need to train high-quality teachers.In January 2018,the Party Central Committee and the State Council put forward in the “Opinions on Comprehensively Deepening the Reform of the Teaching Staff Construction in the New Era”,that “the majority of teachers must have a sense of happiness in their posts,a sense of accomplishment in their careers,and a sense of honor in society and teachers become an enviable profession.” However,at this stage,the weakening of teacher education and the ineffective protection of teachers’ treatment not only weaken the attractiveness of teachers’ profession,but also negatively affect the confidence of teachers’ own work.The current curriculum and teaching reform in China requires teachers to constantly update teaching concepts,innovate teaching methods,and enrich teaching forms,it is not enough to rely solely on the teaching literacy of teachers.Teachers also need to have a strong confidence in their ability to effectively complete the teaching work,which is the teacher’s efficacy.Our country implements the responsibility system for primary and secondary school principals,and the principal is a professional who performs school management and leadership work,his/her leadership style will affect the overall atmosphere of the school organization,and its leadership effectiveness will also have an important impact on the thinking and behavior of the members of the organization.As the instructional leader,the principal of the school can play a reasonable allocation and use of the teaching resources of the school curriculum,and create a good teaching climate for the school,thus driving the teachers’ enthusiasm and interest in the teaching work.Based on the influence of the principal on the teacher’s efficacy,and the relationship between the principal’s instructional leadership,the school’s organizational atmosphere,and the teacher’s teaching efficacy,this study presents the following questions:(1)middle school principal instructional leadership,school organizational climate,What is the status ofteaching efficacy? And what are the characteristics of teachers’ teaching efficacy in teacher demographic variables?(2)Does the secondary school principal’s instructional leadership have a predictive effect on teachers’ teaching efficacy?(3)Introduce the school organizational climate as a mediator variable,and explore whether the school organizational climate plays a mediating role between teaching leadership and teaching efficacy.The purpose of this study is to clarify the relationship between instructional leadership and teaching efficacy,and the organizational climate of the school through the discussion of the above three issues.Firstly,this paper studies the theoretical model of the influence of principals’ instructional leadership on teachers’ teaching efficacy through literature review,and proposes four main hypotheses,including 24 sub-hypotheses.Based on the foreign mature questionnaires,a survey questionnaire was prepared.847 teachers from 106 junior high schools in Y City of X Province were surveyed.The structural model model was constructed using stata14.0 statistical software to empirically test the theoretical model.The empirical analysis showed that of the 24 hypotheses,18 hypotheses were supported by data and 6 were not supported.It indicates that the three dimensions of the principal’s instructional leadership have a significant impact on teachers’ teaching efficacy.The influence of creating a positive school organizational climate on teachers’ teaching efficacy is greater than the impact of clearing and communicating school goals,guiding curriculum and teaching;the teaching atmosphere and interpersonal climate in the school organization climate have a significant impact on the teaching efficacy,and the management climate has no significant effect on the teaching efficacy;the school teaching climate and interpersonal climate play a full intermediary role in instructional leadership and teaching efficacy.Based on the results of empirical analysis,this study proposes three suggestions for enhancing the leadership of the principal and improving the teacher’s sense of teaching effectiveness.First,promote the principal’s instructional leadership in an all-round way,cultivate the principal values of the principals with "instructional leadership" as the core,and adhere to the leading role of the principal values.Second,implement distributed leadership to foster a good school atmosphere,improve the flexibility of school organization.The principal should strengthen his role as a“server”and“coordinator”in the organization,encourage teachers to innovate,and form an organizational culture of coordination and cooperation.Third,use a goodschool atmosphere to enhance teachers’ sense of teaching effectiveness and create and maintain a safe,trusting,open,and professional learning environment for school members.The school organization atmosphere is incorporated into the school quality standards,and the coordination and guarantee work is carried out from the aspects of teaching conditions,teaching team construction,interpersonal relationship management,etc.,and teachers’ loyalty and pride in teaching work are enhanced.