An Empirical Study on the Influencing Factors of Teachers’ Willingness to Participate in School Governance: Analysis Based on the Theory of Planned Behavior

Wei Yemei; Fan Guorui

doi:10.16382/j.cnki.1000-5560.2021.04.007

Volume 39 Issue 4

Apr. 2021

Turn off MathJax

Article Contents

Article Navigation > Journal of East China Normal University (Educational Sciences) > 2021 > 39(4): 73-82

Wei Yemei, Fan Guorui. An Empirical Study on the Influencing Factors of Teachers’ Willingness to Participate in School Governance: Analysis Based on the Theory of Planned Behavior[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 73-82. doi: 10.16382/j.cnki.1000-5560.2021.04.007

Citation:

Wei Yemei, Fan Guorui. An Empirical Study on the Influencing Factors of Teachers’ Willingness to Participate in School Governance: Analysis Based on the Theory of Planned Behavior[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 73-82. doi: 10.16382/j.cnki.1000-5560.2021.04.007

Citation:

Wei Yemei, Fan Guorui. An Empirical Study on the Influencing Factors of Teachers’ Willingness to Participate in School Governance: Analysis Based on the Theory of Planned Behavior[J]. Journal of East China Normal University (Educational Sciences), 2021, 39(4): 73-82. doi: 10.16382/j.cnki.1000-5560.2021.04.007

PDF( 744 KB)

An Empirical Study on the Influencing Factors of Teachers’ Willingness to Participate in School Governance: Analysis Based on the Theory of Planned Behavior

doi: 10.16382/j.cnki.1000-5560.2021.04.007

Wei Yemei¹,
Fan Guorui²

1.
School of Teacher Education, Nanjing Xiaozhuang University, Nanjing 211171, China
2.
Institute of Educational Governance, East China Normal University, Shanghai 200062, China

Publish Date: 2021-04-21

Abstract

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.
- teacher participation,
- school governance,
- willingness to participate,
- planning behavior theory

FullText(HTML)

References(32)

References

[1]	陈作松, 周爱光. (2007). 环境、自我效能感与中学生锻炼态度的关系. 武汉体育学院学报,41(4),31—35. doi: 10.3969/j.issn.1000-520X.2007.04.007
[2]	成媛, 赵静. (2015). 生态移民区中学生学业自我效能感与学习满意度的关系: 学习态度的中介作用. 中国特殊教育,(7),80—85. doi: 10.3969/j.issn.1007-3728.2015.07.013
[3]	姬亚平. (2012). 行政决策程序中的公众参与研究. 浙江学刊,(3),164—171.
[4]	贾鼎. (2018). 基于计划行为理论的公众参与环境公共决策意愿分析. 当代经济管理,40(1),52—58.
[5]	李春梅. (2018). 心理资本对公众参与认知、态度和行为的影响研究. 学术论坛,41(2),155—162.
[6]	连榕. (2008). 教师教学专长发展的心理历程. 教育研究,(2),15—20.
[7]	林琳, 白新文. (2014). 基于计划行为理论的大学生学业拖延行为研究. 中国临床心理学杂志,22(5),855—859.
[8]	刘加凤. (2017). 基于计划行为理论的创业教育对大学生创业意愿影响分析. 高教探索,(5),117—122. doi: 10.3969/j.issn.1673-9760.2017.05.023
[9]	苏洋, 赵文华. (2019). 我国研究型大学教师学术创业影响因素的实证研究—基于计划行为理论视角. 教育发展研究,(1),70—76.
[10]	托马斯. (2010). 公共决策中的公民参与(孙柏瑛等译). 北京: 中国人民大学出版社.
[11]	王明天, 薛永基. (2017). 社会沟通影响独生子女品牌忠诚的机制研究—行为态度和主观规范的中介效应. 暨南学报(哲学社会科学版),39(9),46—56.
[12]	吴明隆. (2010). 结构方程模型: AMOS的操作与应用. 重庆: 重庆大学出版社.
[13]	徐世勇. (2020). 组织管理十大经典理论解读与应用. 北京: 中国人民大学出版社.
[14]	张红, 张再生. (2015). 基于计划行为理论的居民参与社区治理行为影响因素分析—以天津市为例. 天津大学学报(社会科学版),17(6),523—528.
[15]	赵宝春. (2012). 直接经验对自主学习意愿的影响: 基于计划行为理论的应用. 心理科学,35(4),921—925.
[16]	朱家德. (2017). 教师参与高校治理现状的个案研究. 高等教育研究,38(8),34—41.
[17]	Ajzen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50(2), 179—211. doi: 10.1016/0749-5978(91)90020-T
[18]	Ajzen, I. (2002). Residual Effects of Past on Later Behavior: Habituation and Reasoned Action Perspectives. Personality and Social Psychology Review, 6(2), 107—122. doi: 10.1207/S15327957PSPR0602_02
[19]	Ajzen, I., & Madden, T. J. (1986). Prediction of Goal-directed Behavior: Attitudes, Intentions, and Perceived Behavioral Control. Journal of Experimental Social Psychology, 22(5), 453—474. doi: 10.1016/0022-1031(86)90045-4
[20]	Al-Debei, M. M., Al-Lozi, E., & Papazafeiropoulou, A. (2013). Why People Keep Coming Back to Facebook: Explaining and Predicting Continuance Participation from An Extended Theory of Planned Behaviour Perspective. Decision Support Systems, 55(1), 43—54. doi: 10.1016/j.dss.2012.12.032
[21]	Armitage, C. J., & Conner, M. (2001). Efficacy of the Theory of Planned Behaviour: A Meta-Analytic Review. British Journal of Social Psychology, 40(4), 471—499. doi: 10.1348/014466601164939
[22]	Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
[23]	Bandura, A., Adams, N. E., Hardy, A. B., & Howells, G. N. (1980). Tests of the Generality of Self-Efficacy Theory. Cognitive Therapy and Research, 4(1), 39—66. doi: 10.1007/BF01173354
[24]	Bridges, E. M. (1967). A Model for Shared Decision Making in the School Principalship. Educational Administration Quarterly, 3(1), 49—61. doi: 10.1177/0013161X6700300106
[25]	Cohen, A., Vigoda, E., & Samorly, A. (2001). Analysis of the Mediating Effect of Personal‐Psychological Variables on the Relationship Between Socioeconomic Status and Political Participation: A Structural Equations Framework. Political Psychology, 22(4), 727—757. doi: 10.1111/0162-895X.00260
[26]	Dawkins, C. E., & Frass, J. W. (2005). Decision of Union Workers to Participate in Employee Involvement: An Application of the Theory of Planned Behaviour. Employee Relations, 27(5), 511—531. doi: 10.1108/01425450510612031
[27]	Dunn, R., Hattie, J., & Bowles, T. (2018). Using the Theory of Planned Behavior to Explore Teachers’ Intentions to Engage in Ongoing Teacher Professional Learning. Studies in Educational Evaluation, 59, 288—294. doi: 10.1016/j.stueduc.2018.10.001
[28]	Fishbein, M., & Ajzen, I. (1975). Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. Reading, MA: Addison-Wesley.
[29]	Godin, G., Valois, P., Lepage, L., & Desharnais, R. (1992). Predictors of Smoking Behaviour: An Application of Ajzen’s Theory of Planned Behaviour. Addiction, 87(9), 1335—1343. doi: 10.1111/j.1360-0443.1992.tb02742.x
[30]	Marshall, T. H. （1992）. Citizenship and Social Class. London: Pluto Press.
[31]	Rei, A., Lang, S. S., & Welker, R. B. (2002). Assessing the Validity of IS Success Models: An Empirical Test and Theoretical Analysis. Information Systems Research, 13, 50—69. doi: 10.1287/isre.13.1.50.96
[32]	Schifter, D. E., & Ajzen, I. (1985). Intention, Perceived Control, and Weight Loss: An Application of the Theory of Planned Behavior. Journal of Personality and Social Psychology, 49(3), 843—851. doi: 10.1037/0022-3514.49.3.843