【摘要】 基于自我决定理论和生涯建构理论，系统考察了校长真实型领导对教师参与学校决策的影响及作用机制。研究结果表明，校长真实型领导对教师参与学校决策具有显著的正向预测作用；基本心理需求满足、工作重塑分别在校长真实型领导与教师参与学校决策之间发挥着部分中介作用，同时基本心理需求满足和工作重塑在校长真实型领导与教师参与学校决策之间发挥着链式中介作用；教师生涯适应力在校长真实型领导与教师参与学校决策之间具有正向调节作用，教师生涯适应力越高，校长真实型领导对教师参与学校决策的影响越大。为此，推动教师参与学校决策，提高学校治理效能，需要以教育家精神提升校长真实型领导水平，营造尊重和民主氛围；创新教师激励机制，激发教师参与内驱力；重视教师生涯适应力培养，提高教师参与能力。更多还原

【Abstract】 Based on self-determination theory and career construction theory, this study systematically examines the impact of principals’ authentic leadership on teachers’ participation in school decision-making and its underlying mechanism. The results indicate that principals’ authentic leadership significantly and positively predicts teachers’ participation in school decision-making; basic psychological need satisfaction and job crafting each play a partial mediating role between principals’ authentic leadership and teachers’ participation in school decision-making, while the chain mediating effect of "basic psychological need satisfaction-job crafting" is also verified in this relationship.Additionally, teachers’ career adaptability positively moderates the association between principals’ authentic leadership and teachers’ participation in school decision-making—specifically, the higher teachers’ career adaptability, the stronger the positive impact of principals’ authentic leadership on teachers’ participation in school decision-making.Therefore, to promote teachers’ participation in school decision-making and enhance school governance effectiveness, it is necessary to: improve principals’ authentic leadership through the spirit of educators and foster a culture of respect and democracy; innovate teacher incentive mechanisms to stimulate their intrinsic motivation for participation; and emphasize the cultivation of teachers’ career adaptability to enhance their capacity for effective participation.更多还原