The Effect Mechanism of Teacher Self-Leadership Training on Class Management and Students' Psychology under the Construction of Theoretical Model
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i1.4968
Abstract
Amid the "double reduction" policy and the post-pandemic era, insufficient intrinsic motivation among teachers has emerged as a critical bottleneck hindering teaching quality improvement. To address this, the novel "Teacher Self-Leadership-Efficacy Integration Model" is proposed. This study synthesizes Resource Protection Theory (RPT) and Self-Determination Theory (SDT), while incorporating the "Compound Training Resistance Effect" from kinesiology and "Quantified Self" from consumer behavior to provide multidimensional perspectives. The paradigm clearly delineates the mechanism of teacher self-leadership: first, it promotes psychological capital growth; second, it triggers actual leadership behaviors that enhance teaching atmosphere; and third, it improves students' psychological adjustment capabilities. This framework offers a scientifically robust and practically applicable theoretical system and methodology for addressing current challenges and exploring effective solutions.
Keywords
teacher self-leadership; classroom management; student psychology; mindfulness intervention; effect mechanism
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[2] Zhu Jian, Liu Xiaojie, Chen Aiping. Teacher exit mechanism: International experience and China's strategy [J]. Educator, 2023(23):25-27.
[3] Lytvynova S, Melnyk O. Professional Development of Teachers Using Cloud Services During Non-formal Education[J]. Physical and Mathematical Education, 2019, 1(19):108-115.
[4] Langdon Warren L. Teacher Leadership Begins with Self-Leadership[J]. Teacher Education and Curriculum Studies, 2021, 6(1): 1.
[5] Yang J, Zhang HP, Ma JZ. Advances in molecular adaptation mechanisms of the "distraction effect" in combined training[J]. Sichuan Sports Science, 2021,40(4):38-43.
[6] Wei L. Exploring the Teacher School-Based Learning Mechanism from the Perspective of "Three Metaphor Cultures" [J]. Shanghai Teacher, 2024(1):59-67.
[7] He Hui. Application of the PERME Model in Primary School Class Management from the Perspective of Positive Psychology [J]. Moral Education in Primary and Secondary Schools, 2025, (S1):64-66.
[8] Li P, Sun M, Peng L, et al. The mechanism of self-compassion in kindergarten teachers' psychological distress: the mediating role of emotional intelligence [J]. Journal of Pingdingshan University, 2024,39(6):122-128.
[9] Xue Shiyu. Research on the Collaborative Education Mechanism between Vocational School Ideological and Political Teachers and Other Subject Teachers under the Perspective of "Grand Ideological and Political Course" [J]. Science Consultation, 2024(22):151-154.
[10] Tenschert J, Furtner M, Peters M. The effects of self-leadership and mindfulness training on leadership development: a systematic review[J]. Management Review Quarterly, 2025, 75(4): 2811-2862.
[11] Woods S A, Napiersky U, Rivkin W. Learning to self‐lead: Examining self‐leadership strategies, personality traits and learning attainment[J]. Applied Psychology, 2023, 72(3): 1324-1338.
[12] Wolff, Charlotte E., Halszka Jarodzka, and Henny PA Boshuizen. "Classroom management scripts: A theoretical model contrasting expert and novice teachers’ knowledge and awareness of classroom events."Educational psychology review33.1 (2021): 131-148.
[13] Lazarides R, Watt H M G, Richardson P W. Teachers’classroom management self-efficacy, perceived classroom management and teaching contexts from beginning until mid-career[J]. Learning and Instruction, 2020, 69: 101346.
[14] Liu Xianhua, Zhou Wei. Effect and mechanism of self-regulation training on social anxiety in rural left-behind junior high school students [J]. Journal of Hengyang Normal University, 2024,45(6):97-105.
[15] Sun Yueqi. The Impact of Home-School Cooperation on Academic Self-Efficacy in Junior High School Students: An Analysis Based on the Mediating Effect of Teacher Support [D]. Guangxi Normal University, 2024
[16] Wang X. Self-construction types of learners and self-referential language use in English writing: The moderating effect of author identity consciousness [D]. Shanxi Normal University, 2023.
[17] Marco Furtner .Self-Leadership[M].Springer Gabler, Wiesbaden:DOI:10.1007/978-3-658-19141-2.
[18] Li Xiaoyang. The Mechanism of Distributed Leadership on the Teaching Innovation Ability of Junior High School Teachers-Based on the Chain Mediation Effect of Teacher Commitment and Teacher Cooperation [D]. Qufu Normal University, 2024.
[19] Xu Tao, Fan Yabing, Yao Hao. The Impact and Mechanism of Challenging-Hindering Stress on Teachers' Innovative Work Behavior [J]. Modern Education Studies, 2024(5):82-93.
[20] Cardenal M E, Díaz-Santana O, González-Betancor S M. Teacher-student relationship and teaching styles in primary education: A model of analysis[J]. Journal of Professional Capital and Community, 2023, 8(3): 165-183.
[21] Ye Yangbin. Research on Disease Fear, Self-Disclosure, and Social Support-Also Discussing the Moderating Effect of Mindfulness Intervention Training [D]. Nanchang University, 2024.
[22] Cai Dongxia. The impact of principal's transformational leadership on online parenting support in kindergartens: the mediating effect of teacher self-efficacy [D]. Shanghai Normal University, 2024.
[23] Mustaffa E N, Ghani M F A. Self-Leadership: Challenges of Malaysian Students Toward Industrial Revolution 4.0[C]//Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Bandung, Indonesia: Atlantis Press, 2020.
[24] Wang Fuqiang. Teachers should create a "third space" for self-growth [J]. Teacher's Reading, 2024(29):58-60.
[25] Xiu Qi. Research on the Development of Teacher Professional Learning Communities through School Principal's Cultural Leadership: The Mediating Effect of Humanistic-Oriented School Cultural Atmosphere on Teacher Work Engagement [J]. Journal of Teacher Education Research, 2024,36(5):98-107.
[26] Wu Xiaotong, Tian Peng. Research on Techniques and Strategies for Class Advisors in Higher Vocational Colleges: A Case Study of Student Management in the New Energy Vehicle Technology Program [J]. Times of Automobile, 2025, (22):73-75.
[27] Wang Dongmei. Synergistic Resonance: Coping Strategies for School Mental Health Education Management [J]. Primary School Teaching Reference, 2025, (30):96-98.
[28] Zhang Hongwei. A practical study on integrating mental health education into primary school class management [J]. Primary School Students (Midweek Edition), 2025, (10):1-3.
[29] Ni Yingsheng. The Wisdom Path of Junior High School Class Teachers to Enhance Class Management Ability with GAI [J]. China Teacher, 2025, (10):35-39.
[30] Tan Hua, Hou Tianle. Confusions and Strategies of Young Teachers in Classroom Management [J]. Shanxi Youth, 2025, (19):56-59.
Copyright © 2026 Hongmei Liu, Wenbo Li, Algozhayeva Nursulu Seitkerimovna, Shakirova Araily Dalelovna, Zenghua He
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License