An Empirical Study on the Influencing Factors of Teachers’ Willingness to Participate in School Governance: Analysis Based on the Theory of Planned Behavior
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摘要: 促进包括教师在内的多元主体参与是学校治理现代化的必然要求。本研究基于上海市442名中学教师的问卷调查，在计划行为理论框架下，对影响教师参与学校治理意愿的机制进行了实证分析。结果发现：（1）主观规范、知觉行为控制、参与治理态度和教师参与学校治理意愿显著正相关；（2）主观规范、知觉行为控制不仅可以直接正向预测教师参与学校治理意愿，还可以通过参与治理态度间接作用于教师参与学校治理意愿；（3）教师身份和教龄对主观规范通过参与治理态度影响教师参与治理意愿的中介效应有调节作用，非教代会代表、新手教师的效应更明显。需要加强参与理念宣传，营造良好参与氛围；注重意见反馈，提高教师参与效能感；用好激励机制，转变教师参与治理的态度；拓展参与范围，尤其注重新教师和非教代会代表在学校治理中的参与。Abstract: It is an inevitable requirement for the modernization of school governance to promote the participation of multiple subjects including teachers. Based on a questionnaire survey of 442 middle school teachers in Shanghai, this paper analyzes the mechanism that affects teachers’ willingness to participate in school governance under the framework of the theory of planned behavior. The results show that subjective norm, perceived behavioral control and participation attitude have a significant positive impact on teachers’ participation in school governance. Besides, subjective norms and perceived behavior control can not only directly and positively predict teachers’ willingness to participate in school governance, but also indirectly affect teachers’ willingness to participate in school governance through participation attitude. Also, the mediating effect of subjective norms on teachers’ willingness to participate in governance is moderated by teachers’ identity and teaching age, and the effect of non-representatives of teachers’ Congress and novice teachers is more obvious. It is necessary to strengthen the publicity of the idea of participation and create a good atmosphere for participation. In addition, it’s important to pay attention to feedback, improve teachers’ sense of participation efficiency, make good use of incentive mechanism and change teachers’ attitude to participate in governance. Finally, expanding the scope of participation, especially the participation of novice teachers and non-representatives in school governance is helpful.
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表 1 各变量信效度分析结果
变量 题项 因子载荷值 克隆巴赫α系数 参与治理意愿 3 0.76—0.84 0.837 参与治理态度 3 0.76—0.97 0.938 主观规范 4 0.67—0.88 0.887 知觉行为控制 3 0.84—0.96 0.920 
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表 2 各变量间的相关系数和描述统计结果
主观规范 参与治理态度 知觉行为控制 参与治理意愿 主观规范 1 参与治理态度 0.430** 1 知觉行为控制 0.333** 0.739** 1 参与治理意愿 0.392** 0.682** 0.739** 1 均值（M） 3.406 3.361 3.387 3.361 方差（SD） 0.598 0.639 0.569 0.671 注：N=442，**表示在 0.01 级别（双尾），相关性显著。
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表 4 中介模型效应分解
路径和效应 估计值 系数乘积项 Bootstrap法（1000次） 95%置信区间 偏差校正 百分位数 标准误 Z值 下限 上限 P值 下限 上限 P值 SN→BA→BI 0.056 0.021 2.667 0.022 0.103 0.001 0.021 0.100 0.002 PBC→BA→BI 0.204 0.056 3.643 0.104 0.332 0.001 0.096 0.317 0.002 SN→BI 0.122 0.039 3.128 0.049 0.203 0.002 0.047 0.200 0.002 PBC→BI 0.701 0.095 7.379 0.518 0.900 0.002 0.520 0.901 0.002 总中介效应 0.260 0.071 3.662 0.125 0.410 0.001 0.123 0.404 0.002 总效应 1.083 0.072 15.042 0.953 1.246 0.002 0.947 1.243 0.002 中介效应比较 −0.148 0.046 −3.217 −0.251 −0.073 0.001 −0.243 −0.065 0.002 注：BI=参与治理意愿；BA=参与治理态度；SN=主观规范；PBC=知觉行为控制。
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表 5 中介效应的教龄差异分析表
影响路径 估计值 标准误 P值 Bootstrap 法（1000次） 95% 置信区间（偏差校正） 下限 上限 SN→BA→BI −0.093 0.053 0.041 −0.223 −0.007 PBC→BA→BI −0.065 0.142 0.599 −0.375 0.176 注：BI=参与治理意愿；BA=参与治理态度；SN=主观规范；PBC=知觉行为控制。
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表 6 中介效应的身份差异分析表
影响路径 估计值 标准误 P值 Bootstrap 法（1000次） 95% 置信区间（偏差校正） 下限 上限 SN→BA→BI −0.066 0.038 0.041 −0.156 −0.003 PBC→BA→BI −0.206 0.131 0.08 −0.488 0.026 注：BI=参与治理意愿；BA=参与治理态度；SN=主观规范；PBC=知觉行为控制。
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