恩威并施的教师领导行为对师生关系的影响：来自响应面分析的证据*

武峻生; 徐秋艳; 赵晓倩; 刘佳彬; 焦岚

doi:10.16719/j.cnki.1671-6981.20250508

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心理科学 ›› 2025, Vol. 48 ›› Issue (5) : 1113-1123. DOI: 10.16719/j.cnki.1671-6981.20250508

发展与教育

恩威并施的教师领导行为对师生关系的影响：来自响应面分析的证据^*

武峻生, 徐秋艳^**, 赵晓倩, 刘佳彬, 焦岚^**

作者信息 +

The Impact of Benevolent-Authoritative Teacher Leadership Behaviors on Students' Perceptions of Teacher-Student Relationships: A Response Surface Analysis

Wu Junsheng, Xu Qiuyan, Zhao Xiaoqian, Liu Jiabin, Jiao Lan

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文章历史 +

摘要

儒家思想提倡教师在领导学生时应恩威并施。然而,在实践过程中如何掌握好恩与威的度还有待进一步探讨。研究共招募了532名中小学生来考察教师恩威并施的领导行为对学生感知师生关系的影响,并检验了学生情绪体验在其中的作用。为了更好地考察变量间的复杂关系,采用多项式回归和响应面分析技术对数据进行了处理。结果表明,学生情绪体验在恩威并施的教师领导行为与师生关系之间起显著的中介作用;在恩威皆高的条件下,情绪体验的中介效应最大,其次分别为恩高威低、恩低威高、恩威皆低。这些结果为恩威并施的教育理念和情感事件理论提供了有力的支撑,同时也为教师在领导学生时如何更好地促进学生积极情绪体验、构建积极师生关系提供了实践启示。

Abstract

As central figures in students' school lives, teachers serve not only as conveyors of knowledge and skills, but also as leaders within student groups. Their leadership styles significantly influence teacher-student relationships. Rooted in traditional Chinese culture, the educational philosophy of integrating benevolence with authoritativeness is ingrained and commonly applied in educational management practices. This philosophy suggests that teachers should balance benevolence and authoritativeness in teacher-student interactions. However, there is a lack of empirical research that directly assesses the scientific validity and appropriateness of benevolent-authoritative leadership styles in school settings. Based on the theory of ambidextrous leadership, the present study examined the effects of four distinct benevolent-authoritative leadership styles on students' perceived teacher-student relationships. It investigated the role of emotional experiences in it.
The present study employed the Benevolent Leadership Scale and the Authoritative Leadership Scale to assess teachers' benevolent-authoritative leadership styles. The Teacher-Student Relationship Scale was used to evaluate students' perceptions of their relationships with teachers, while the Positive and Negative Affect Scale measured students' emotional experiences. We surveyed 538 primary and secondary school students using whole-cluster sampling and, after data collation and obtained 532 valid responses (M_age= 13.91, SD = 1.34; 41.0% males). The valid data were first analyzed using polynomial regression and response surface analysis techniques. To assess the mediating effects, we combined benevolent and authoritative leadership behaviors into a block variable. The block variable was then included in the mediation model, with the mediation effect tested using the bootstrap method (repeated sampling 5000 times). The results indicated that: (1) When teachers' levels of benevolence and authoritativeness were consistent, leaders who were both high in benevolence and high in authoritativeness were associated with students’ perceptions of better teacher-student relationships than leaders who were both low in benevolence and low in authoritativeness. When the levels of benevolence and authoritativeness were inconsistent, leaders high in benevolence and low in authoritativeness were associated with better perceptions of teacher-student relationships than those low in benevolence and high in authoritativeness. (2) Emotional experience significantly mediated the relationship between the block variable of benevolence and authoritativeness and teacher-student relationships.
The current findings suggest that advocating a benevolent-authoritative leadership style for teachers is rational and appropriate in the Chinese cultural context. Specifically, a leadership style characterized by high benevolence and authoritativeness proves most effective in fostering positive teacher-student relationships. In contrast, approaches with solely high benevolence (high benevolence-low authoritativeness) or high authoritativeness (high authoritativeness-low benevolence) are less conducive to these positive outcomes. Students reported the most positive emotional experiences exclusively when teachers employed a high benevolent-high authoritative leadership style. It indicates that students not only highly value but also benefit from the benevolent-authoritative leadership style. Furthermore, it also reveals the crucial role of benevolence within this style—high benevolence can mitigate the potential negative impacts of high authoritativeness, and their combination results in the most favorable leadership outcomes.
In sum, the present study employed polynomial regression and response surface analysis to reveal, for the first time, the potential processes by which the benevolent-authoritative leadership style affects teacher-student relationships through emotional experiences. It also clarifies the relationship between "benevolence" and "authoritativeness" within this leadership style. In terms of theoretical contributions, the present study enriches the research on Chinese native leadership theories by delving deeper into its connotation and supporting the theory of ambidextrous leadership and the educational philosophy of integrating benevolence with authoritativeness, as emphasized by traditional Chinese culture. In terms of practical contributions, the present study provides valuable insights into how teachers can effectively lead their students by balancing benevolence and authoritativeness in the school context.

导出引用

武峻生, 徐秋艳, 赵晓倩, 刘佳彬, 焦岚. 恩威并施的教师领导行为对师生关系的影响：来自响应面分析的证据^*[J]. 心理科学. 2025, 48(5): 1113-1123 https://doi.org/10.16719/j.cnki.1671-6981.20250508

Wu Junsheng, Xu Qiuyan, Zhao Xiaoqian, Liu Jiabin, Jiao Lan. The Impact of Benevolent-Authoritative Teacher Leadership Behaviors on Students' Perceptions of Teacher-Student Relationships: A Response Surface Analysis[J]. Journal of Psychological Science. 2025, 48(5): 1113-1123 https://doi.org/10.16719/j.cnki.1671-6981.20250508

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