创新是发展的第一动力，提高教师创新能力、建设创新型教师队伍是建设高质量教育体系、培养创新型人才的重要保障。分布式领导主张权力的分布，倡导各利益相关者共同承担领导角色，共同参与学校管理决策，与学校治理现代化的“赋权”这一诉求具有高度契合性。在倡导赋权增能的学校治理现代化背景下，分布式领导的“赋权”能否实现教师创新能力的“增能”的实证研究并不充分，因此本研究主要探究分布式领导对教师创新能力的影响及其作用机制。

本研究以专业资本理论为理论框架，专业资本理论将教师看作教育专业资本的重要来源，专业资本可以划分为决策资本、人力资本和社会资本三种类型。分布式领导是影响教师决策资本的重要变量，教师合作是衡量教师社会资本的重要变量，教师自我效能感是教师个体所具有的重要人力资本。因此本研究选择这三个核心变量探究分布式领导对教师创新能力的作用机制。主要使用社会认知理论和人-组织匹配理论解释变量之间的关系。

本研究采用TALIS2018数据库中上海3976名教师层面数据，从创新意愿、创新准备和创新实践三个维度构建教师创新能力量表，并构建结构方程模型，探究分布式领导、教师合作、教师自我效能感对教师创新能力的作用机制。研究结果表明：（1）分布式领导可以显著正向预测教师创新能力；（2）教师合作与教师自我效能感在分布式领导对教师创新能力的影响中具有部分中介作用；（3）“教师合作-教师自我效能感”在分布式领导对教师创新能力的影响中具有链式中介作用。这说明学校提供给教师的决策资本（分布式领导）可以转化为教师的社会资本以及人力资本，教师的社会资本也会转化为教师的人力资本，从而影响教师创新能力。

在对研究结果讨论的基础上，提出以下几点实践建议：第一，学校应鼓励教师群体参与决策，明确教师决策参与内容，完善教师决策参与机制；第二，应从学校层面完善教师合作机制，建立鼓励合作的学校制度，完善教师团队内部结构，优化教师合作流程；第三，学校应注重培养和提高教师领导力，以提升教师自我效能感并提高教师参与学校治理的决策质量。

Innovation is the primary driving force for development, and improving teacher innovation ability and building an innovative teaching group are important guarantees for building a high-quality education system and cultivating innovative talents. Distributed leadership advocates for the distribution of power, advocating for all stakeholders to jointly assume leadership roles and participate in school management decisions, which is highly consistent with the demand for "empowerment" of school governance modernization. In the context of advocating for school governance modernization through empowerment, empirical research on whether the "empowerment" of distributed leadership can achieve the "empowerment" of teacher innovation ability is not sufficient. Therefore, this study mainly explores the impact and mechanism of distributed leadership on teacher innovation ability.

This study is based on the theoretical framework of professional capital theory, which regards teachers as the important source of educational professional capital. Professional capital can be divided into three types: decisional capital, human capital, and social capital. Distributed leadership is an important variable that affects teacher decisional capital, teacher collaboration is an important variable to represent teacher social capital, and teacher self-efficacy is an important human capital possessed by individual teachers. Therefore, this study selects these three core variables to explore the mechanism of distributed leadership's impact on teachers' innovation ability. Mainly using social cognitive theory and human organization fit theory to explain the relationship between these variables.

This research uses the data of 3976 teachers in Shanghai from the database of TALIS2018 and constructs a scale of teacher innovation ability from three dimensions of innovation willingness, innovation preparation and innovation practice, and constructs a structural equation model to explore the mechanism of distributed leadership, teacher collaboration, and teacher self-efficacy on teacher innovation ability. The research results indicate that: (1) distributed leadership can significantly positively predict teachers' innovation ability; (2) Teacher collaboration and teacher self-efficacy play a partial mediating role in the impact of distributed leadership on teacher innovation ability; (3) "Teacher collaboration - teacher self-efficacy" plays a chain mediating role in the impact of distributed leadership on teachers' innovation ability. It indicates that the decisional capital (distributed leadership) provided by schools to teachers can be transformed into teachers’ social capital and human capital, and teachers’ social capital can also be transformed into their human capital, thereby affecting their innovation ability.

Based on the discussion of the research results, the following practical suggestions are proposed: firstly, schools should encourage the participation of teacher groups in decision-making, clarify the content of teacher decision-making participation, and improve the mechanism of teacher decision-making participation; Secondly, we should improve the teacher collaboration mechanism at the school level, establish a school system that encourages collaboration, improve the internal structure of the teacher team, and optimize the teacher collaboration process; Thirdly, schools should focus on training and improving teachers' leadership to enhance teachers' self-efficacy and improve the quality of teachers' participation in school governance decision-making.