How Principals’ Authentic Leadership Impacts Teachers’ Participation in School Decision Making: A Moderated Chain Mediation Model

doi:10.16382/j.cnki.1000-5560.2026.01.009

Abstract

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.

Key words: principals’ authentic leadership, teachers’ participation in school decision-making, basic psychological needs satisfaction, job crafting, career adaptability

Chuanyou Bao, Xiaoyu Wang. How Principals’ Authentic Leadership Impacts Teachers’ Participation in School Decision Making: A Moderated Chain Mediation Model[J]. Journal of East China Normal University(Educationa, 2026, 44(1): 105-117.

Figures/Tables 7

References 59

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变量	1		2		3		4		5
变量	频率	比例	频率	比例	频率	比例	频率	比例	频率	比例
性别	154	20.34%	603	79.66%
班主任	393	51.92%	364	48.08%
行政职务	619	81.77%	138	18.23%
任教学段	485	64.07%	197	26.02%	75	9.91%
学校区域	597	78.86%	119	15.72%	41	5.42%
学历	43	5.68%	598	79.00%	116	15.32%
年龄	237	31.31%	263	34.74%	209	27.61%	48	6.34%
教龄	234	30.91%	128	16.91%	114	15.06%	281	37.12%
职称	102	13.48%	30	3.96%	240	31.70%	281	37.12%	104	13.74%

变量	平均值	标准差	1	2	3	4	5
1=真实型领导	4.088	0.847	1
2=教师参与学校决策	3.801	0.877	0.395***	1
3=基本心理需求满足	3.942	0.523	0.428***	0.403***	1
4=工作重塑	4.876	0.817	0.576***	0.550***	0.621***	1
5=生涯适应力	4.422	0.537	0.532***	0.481***	0.638***	0.718***	1

路径	效应值	标准误	95%置信区间		效应量
路径	效应值	标准误	下限	上限	效应量
总效应	0.418	0.036	0.347	0.488
直接效应	0.130	0.039	0.053	0.207	31.10%
总中介效应	0.288	0.033	0.227	0.354	68.90%
AL→BPN→TPD	0.038	0.017	0.004	0.069	9.09%
AL→JC→TPD	0.168	0.027	0.120	0.224	40.19%
AL→BPN→JC→TPD	0.082	0.014	0.056	0.112	19.62%

调节效应		效应值	Boot标准误	95%置信区间
调节效应		效应值	Boot标准误	下限	上限
生涯适应力	M-1SD	0.144	0.049	0.048	0.240
	M	0.218	0.039	0.141	0.294
	M+1SD	0.292	0.048	0.196	0.387