The Influence Of Principal’s Teaching Leadership On Teachers’ Professional Well-being ——The Mediating Role Of Teachers’ Teaching Efficacy

In recent years,a series of opinions on teacher development promulgated by the State Council and other departments all point to the need to enhance teachers’ sense of happiness and honor,and it has increasingly demonstrated the care and importance of the party and the state on teachers’ professional happiness.However,the increasing work pressure of teachers and the increase of trivial administrative affairs have made teachers’ job burnout and happiness level not optimistic.Studies have shown that teachers’ professional well-being is not only affected by general factors such as their own personality characteristics,values,wages,and school support,but the principal’s leadership style will also have a direct or indirect impact on teachers’ professional wellbeing.Among them,the teacher’s sense of teaching efficacy is a very important intermediary variable.Based on this,this study will explore the influence of principals’ leadership on teachers’ professional well-being,focus on the mediating role of teachers’ teaching efficacy,and establish a three-influence mechanism among principals’ teaching leadership,teachers’ teaching efficacy,and teachers’ professional well-being.First of all,this research constructs a theoretical model in which principals’ teaching leadership influences teachers’ sense of teaching efficacy and improves teachers’ sense of professional well-being through the combing of theoretical literature.Based on this theoretical model,this research will further propose research hypotheses,make preliminary adaptations to the existing scales,and revise the scales again based on the test results to make the formal questionnaire more in line with the research reality.The study uses convenience sampling to conduct a survey of 875 primary and middle school teachers in Jiangsu,Zhejiang and Shanghai,and uses SPSS.25 and AMOS.24 to conduct reliability and validity testing and empirical analysis.In addition,in order to make the research results more comprehensive and three-dimensional,this study selected 7 teachers to conduct interviews to understand the difficulties faced by teachers in improving their professional well-being at different stages of development and their suggestions for the organizational environment such as leadership styles.The interview will explain the results of the questionnaire and make up for its shortcomings.After analyzing a series of data such as descriptive statistics,the research found that:（1）Teachers love teaching,but the degree of physical and mental exhaustion is high;the principal is clear about the mission of the school,but the interaction with teachers and students is insufficient;the teachers highly recognize the value of education,but they have insufficient sense of their own teaching effectiveness.（2）There are significant differences in teachers’ professional well-being in age,teaching age,professional title,position and annual income.There were no significant differences in gender,teaching period,teaching subjects,academic qualifications,whether they were class teachers,and the area where the school was located（urban area or township）.（3）Under the premise of excluding the influence of demographic variables such as teacher’s age,teaching age,professional title,position and annual income,the regression analysis results show that the principal’s teaching leadership and its sub-dimensions,clarifying school missions and creating a positive school atmosphere are beneficial to teachers’ professional well-being Sense of effectiveness plays a significant positive role in predicting;the principal’s teaching leadership and its sub-dimensions,clarification of school missions and management of school curriculum teaching can significantly positively predict teacher’s teaching effectiveness;teachers’ sense of teaching effectiveness and its sub-dimensions have a positive effect on teachers’ sense of professional well-being（4）Teachers’ teaching efficacy plays a significant part of the mediating effect between the principal’s teaching leadership and teachers’ professional well-being,and the indirect effect accounts for 25.6%.Based on the above research conclusions,the following three countermeasures and suggestions that can improve the teaching leadership of principals and promote teachers’ professional well-being are put forward.First,focus on democratic management,starting with clarifying the mission and objectives of the school,improving the quality of curriculum teaching,and focusing on democratic decisionmaking,and comprehensively improve the quality of education and teaching of principals.Second,strengthen the positive incentives for teaching and scientifically enhance teachers’ sense of self-efficacy.Especially for new teachers,the sense of selfefficacy is relatively weak.The principal should not only establish a scientific,positive and comprehensive evaluation mechanism and teacher professional development mechanism,but also encourage and recognize teachers,whether it is verbal encouragement or spiritual encouragement.Motivation can help teachers improve their sense of self-efficacy.Third,pay attention to teacher effectiveness at different stages of development,and improve teachers’ professional happiness in a targeted manner.Through in-depth research,we must understand the shortcomings and pain points of teachers,and provide targeted teacher training to help teachers grow;in addition,teachers at different stages must be built up a growth ladder,especially for nonbackbone middle-level teachers and teachers.Focus on the professional growth of teachers after senior titles.