The Relationship Between Junior Middle School Students’ Of Transactional Leadership Style And Learning Responsibility

Existing studies have paid more attention to the educational content of school factors affecting students’ sense of learning responsibility,and less attention to the role of teacher leadership.Especially teachers’ transactional leadership style.In fact,schools and classes are a small social organizational environment.According to the view of social information processing,teachers are important others in this environment,and their leadership style can play an important role in students.Exploring the relationship between teachers’ leadership style or transactional leadership and students’ sense of learning responsibility can provide a new perspective for a comprehensive understanding of the role of school education in students’ sense of responsibility.To this end,this paper will take junior high school students as the research object to explore the relationship between junior high school students’ perception of teacher’s transactional leadership style and their sense of learning responsibility,as well as the mechanism of students’ psychological capital between them.By investigating 812 junior middle school students’ psychological capital,learning responsibility and transactional leadership style questionnaires issued by three junior middle schools in Yongzhou City,SPSS20.0 was used to manage and analyze the collected questionnaires,and the following results were obtained:1.There are grade differences in middle school students’ sense of learning responsibility.The first grade students have the highest score in learning responsibility,while the third grade students have the lowest score in learning responsibility.2.There are gender and grade differences in junior middle school students’ perception of teachers’ transactional leadership.The perception of teacher’s transactional leadership of boys is significantly higher than that of girls;the perception of teacher’s transactional leadership of grade three students is significantly higher than that of grade one and grade two students,but there is no significant difference between grade one and grade two students.3.Junior middle school teachers’ sense of transactional leadership is positively correlated with their sense of learning responsibility.4.The three dimensions of teacher’s transactional leadership style can predict students’ learning responsibility.Among them,contingency reward and active exception management can predict students’ learning responsibility positively,but passive exception management can predict students’ learning responsibility negatively.5.Students’ psychological capital plays a moderating role between teachers’ sense of transactional leadership and their sense of learning responsibility.When the level of students’ psychological capital is low,the higher their perception of teachers’ transactional leadership style,the lower their sense of learning responsibility.When the level of students’ psychological capital is high,the higher their perception of transactional leadership style,the higher their sense of learning responsibility.The conclusions of this study are as follows:The level of junior middle school students’ sense of learning responsibility decreases with the increase of grade;teachers’ transactional style predicts students’ sense of learning responsibility;students’ psychological capital moderates the relationship between teachers’ sense of transactional leadership and sense of learning responsibility.