變革型領(lǐng)導(dǎo)對(duì)隨班就讀教師融合教育態(tài)度的影響：有調(diào)節(jié)的中介效應(yīng)分析

變革型領(lǐng)導(dǎo)對(duì)隨班就讀教師融合教育態(tài)度的影響：有調(diào)節(jié)的中介效應(yīng)分析Title:TheImpactofTransformationalLeadershiponInclusiveEducationAttitudesofSubstituteTeachers:AModeratedMediationAnalysisAbstract:Inclusiveeducationhasgainedconsiderableattentioninrecentyears,emphasizingtheimportanceofprovidingequaleducationalopportunitiesforstudentswithdiverselearningneeds.Substituteteachersplayasignificantroleintheimplementationofinclusiveeducationpractices.Therefore,understandingthefactorsthatinfluencetheirattitudestowardsinclusiveeducationiscrucial.Thispaperaimstoexploretheimpactoftransformationalleadershipontheinclusiveeducationattitudesofsubstituteteachers,withaparticularfocusonthemediatingroleofself-efficacybeliefsandthemoderatingroleofperceivedorganizationalsupport.Introduction:Inclusiveeducationstrivestoensurethatallstudents,regardlessoftheirabilities,havetheopportunitytolearnalongsidetheirpeersinamainstreamclassroom.Substituteteachers,whocommonlyencounterdiversestudentpopulations,playacriticalroleinsupportinginclusiveeducationpractices.Thisstudyinvestigatestheinfluenceoftransformationalleadershiponsubstituteteachers'attitudestowardsinclusiveeducation,takingintoaccountthemediatingroleofself-efficacybeliefsandthemoderatingroleofperceivedorganizationalsupport.LiteratureReview:1.TransformationalLeadership:Transformationalleadersinspireandmotivatetheirfollowerstogobeyondtheirownself-interestsandworktowardssharedgoals.Theypromoteself-confidence,autonomy,andpersonalgrowthamongtheirteammembers.2.InclusiveEducation:Inclusiveeducationaimstoaddressthediverseneedsofstudents,promotingasenseofbelongingandequitableopportunitiesforalllearners.3.AttitudestowardsInclusiveEducation:Attitudestowardsinclusiveeducationrefertoindividuals'beliefs,values,andopinionsabouttheinclusionofstudentswithspecialneedsinmainstreamclassrooms.4.Self-EfficacyBeliefs:Self-efficacybeliefsrefertoanindividual'sbeliefintheirowncapabilitiestosuccessfullyaccomplishataskorachieveagoal.5.PerceivedOrganizationalSupport:Perceivedorganizationalsupportistheperceptionoftheextenttowhichanorganizationvaluesandsupportsanindividualemployee'swellbeing,personaldevelopment,andsuccess.Methodology:Thisstudyemployedacross-sectionalsurveydesigntocollectdatafromasampleofsubstituteteachersworkinginvariousschools.Participantscompletedself-reportquestionnairesthatassessedtheirperceptionsoftransformationalleadership,attitudestowardsinclusiveeducation,self-efficacybeliefs,andperceivedorganizationalsupport.Results:Preliminaryanalysesrevealedapositivecorrelationbetweentransformationalleadershipandsubstituteteachers'attitudestowardsinclusiveeducation.Mediationanalysisshowedthatself-efficacybeliefspartiallymediatedtherelationshipbetweentransformationalleadershipandinclusiveeducationattitudes.Furthermore,moderatinganalysesindicatedthatperceivedorganizationalsupportstrengthenedthepositiverelationshipbetweentransformationalleadershipandself-efficacybeliefs.Discussion:Thefindingssuggestthattransformationalleadershiphasasignificantimpactonsubstituteteachers'attitudestowardsinclusiveeducation.Whensubstituteteachersperceivetheirleadersastransformational,theyaremorelikelytodevelophigherlevelsofself-efficacyand,consequently,morepositiveattitudestowardsinclusiveeducation.Additionally,thestudyhighlightstheimportanceofperceivedorganizationalsupportinenhancingtheeffectsoftransformationalleadershiponsubstituteteachers'self-efficacybeliefs.Implications:1.LeadershipDevelopment:Schoolleadersshouldbetrainedtoadopttransformationalleadershippractices,cultivatingasupportiveandempoweringenvironmentforsubstituteteachers.2.TeacherTraining:Trainingprogramsforsubstituteteachersshouldfocusonenhancingself-efficacybeliefsrelatedtoinclusiveeducationandpromotingpositiveattitudestowardsinclusion.3.OrganizationalSupport:Schoolsshouldfosteracultureofsupportandprovideresourcestohelpsubstituteteachersfeelvalued,motivated,andconfidentintheirabilitiestoimplementinclusiveeducationpractices.Conclusion:Thisstudydemonstratesthesignificantimpactoftransformationalleadershiponsubstituteteachers'attitudestowardsinclusiveeducation.Themediatingroleofself-efficacybeliefsandthemoderatingroleofperceivedorgani