Moderating Effect Of Teacher Personality Types On The Relationship Between Transformational Leadership And Teacher Voice Behavior In Primary And Secondary Schools

In recent years,the transformation from "education management" to "education governance" has made the current education reform and innovation development pay more attention to the participation of "multiple subjects",so as to realize "cooperation" and "co-governance".As an important participant in the internal governance of schools,teachers have the most direct feeling and experience of the development of schools.Teachers’ rational suggestions and suggestions can not only improve the scientific and democratic decision-making of school management,but also further improve the level of running a school and management efficiency.It has been pointed out that principal’s leadership style and teacher’s personality characteristics,as external situation and their own characteristics,have an important impact on the formation of teacher voice behavior.However,previous studies on the effects of principal leadership style and teacher personality are not conducive to a comprehensive and systematic understanding of the formation mechanism of teacher voice behavior.Based on this,considering the interaction between the two can not only improve the explanatory power of the study,but also further reveal the inducing mechanism of teacher voice behavior.Based on social information processing theory and cognitive-affective personality system theory,this study takes the big five personalities of primary and secondary school teachers as the moderating variables to construct a relationship model of principal transformational leadership influencing teacher voice behavior.Questionnaire survey method,through the "human-centered" research perspective,using potential profile analysis technology,the profile category analysis of teachers’ personality traits,and empirical test of the relationship among principal transformational leadership,big Five personality,teacher voice behavior.The research results mainly include the following three aspects:First,according to the social information processing theory,the moral model,leadership charm,vision incentive and personalized care in transformational leadership of principals have a significant positive impact on teachers’ voice behavior.On the one hand,when teachers feel that their superiors welcome and support their suggestions,they can basically determine that their superiors’ leadership style is open and receptive.On the other hand,teachers are more willing to put forward their own ideas and opinions when they feel the superior leadership style is safe for voice behavior environment.Secondly,the personality profile types of primary and secondary school teachers can be divided into unconstrained excessive management type and psychological resilience type.Based on the human-centered research perspective,the research explores the different combinations of the five personality types of primary and secondary school teachers,and divides them into personality profiles of different attribute categories through the method of potential profile.Thirdly,the five personality profiles of primary and secondary school teachers can regulate the positive correlation between the principal’s moral model,leadership charm,vision motivation,personalized care and teacher voice behavior.In other words,in the teacher subgroups with different personality profiles,the positive correlation between principal transformational leadership and teacher voice behavior is different.In general,transformational leadership of principals has a more significant positive predictive effect on individual voice behavior among resilient teachers compared with unconstrained and over-managed teachers.To sum up,the transformational leadership of principals and the personality profile of teachers have a joint effect on the voice behavior of teachers.The above research conclusions not only provide useful guidance for the management practice of voice and suggestion behavior of primary and secondary school teachers,but also provide reference suggestions for further promoting the modernization of school governance.