Scholarlink

<p>Cultivating positive teacher–student relationships has emerged as a pressing challenge in a Chinese context where Confucian cultural traditions and high-stakes examination pressures converge. Drawing on data from 2879 lower-secondary school teachers in Shanghai, this study employs structural equation modeling and Shapley value decomposition to investigate the impact of teacher autonomy on teacher–student relationships, examining the mediating roles of self-efficacy and teaching motivation. Findings reveal that teacher autonomy indirectly fosters high-quality teacher–student relationships by positively influencing teacher self-efficacy and teaching motivation. Among the dimensions of autonomy, control over student assessment and instructional methods are the most critical drivers of this process. The study concludes that granting teachers autonomy in core professional domains does not erode the traditional concept of “teacher dignity”; rather, it reconfigures it into a modern “professional authority” grounded in competence and trust.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Re-envisioning Authority: Teacher Autonomy and Teacher–Student Relationships in a Confucian Heritage Context

  • 期刊论文

  • 发表日期：

    2026年5月22日

查看全文
  • Qinghao Li

摘要

Cultivating positive teacher–student relationships has emerged as a pressing challenge in a Chinese context where Confucian cultural traditions and high-stakes examination pressures converge. Drawing on data from 2879 lower-secondary school teachers in Shanghai, this study employs structural equation modeling and Shapley value decomposition to investigate the impact of teacher autonomy on teacher–student relationships, examining the mediating roles of self-efficacy and teaching motivation. Findings reveal that teacher autonomy indirectly fosters high-quality teacher–student relationships by positively influencing teacher self-efficacy and teaching motivation. Among the dimensions of autonomy, control over student assessment and instructional methods are the most critical drivers of this process. The study concludes that granting teachers autonomy in core professional domains does not erode the traditional concept of “teacher dignity”; rather, it reconfigures it into a modern “professional authority” grounded in competence and trust.