期刊論文
| 學年 | 112 |
|---|---|
| 學期 | 1 |
| 出版（發表）日期 | 2024-01-09 |
| 作品名稱 | Unpacking the linkages between beliefs and behavioural intention for curriculum reform: A cognitive approach for school middle leaders |
| 作品名稱（其他語言） | |
| 著者 | Pan, Hui-ling |
| 單位 | |
| 出版者 | |
| 著錄名稱、卷期、頁數 | Educational Management Administration & Leadership |
| 摘要 | Middle leadership has garnered significant attention in the realm of school leadership research. However, there remains a dearth of research exploring middle leaders’ responses to reform through the lens of cognitive frames. This study aimed to fill the gap by investigating how middle leaders’ beliefs, encompassing varying extents of implicitness – specifically, beliefs about effort and ability, along with pedagogical conceptions – are associated with their behavioural intention for change. Using a survey design, the study collected 623 questionnaires from middle leaders of secondary schools in Taiwan. The results of the structural equation modelling analysis revealed that the deeply ingrained cultural values reflected by effort-based beliefs emerged as a crucial determinant of middle leaders’ pedagogical beliefs. These pedagogical beliefs were positively related to their behavioural intentions for change. Furthermore, the effect of effort-based beliefs on middle leaders’ intention to engage in reform actions was mediated by their pedagogical beliefs. Conversely, no significant effects of ability-based beliefs were observed. The findings hold implications for educational policymakers and practitioners seeking to enhance the effectiveness of reform initiatives at the middle leadership level. |
| 關鍵字 | ability-based beliefs;behavioural intention for change;effort-basedbeliefs;middle leaders;pedagogical beliefs;student-centred pedagogy |
| 語言 | en |
| ISSN | 1741-1440 |
| 期刊性質 | 國外 |
| 收錄於 | SSCI |
| 產學合作 | |
| 通訊作者 | Pan, H. L. W. |
| 審稿制度 | 否 |
| 國別 | GBR |
| 公開徵稿 | |
| 出版型式 | ,電子版 |
| 相關連結 |
機構典藏連結 ( http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/125227 ) |