为应对新科技革命的挑战，激发学校的办学活力，需充分重视教师在人才培养、教育教学中发挥的建言献策作用。然而研究发现，在当前的教育管理实践中，教师的建言程度极为有限，多数教师在学校管理中呈现出“失声”和“沉默”状态。以往研究表明，领导对建言的采纳和反馈能够显著提升教师的建言意愿和行为。因此，本研究以中小学教师为研究对象，从教师感知的视角出发，主要探讨以下几个问题：教师的建言采纳感知如何进行测量和评估？教师建言采纳感知的现状与差异如何？教师建言采纳感知与建言行为之间存在怎样的关系？以期为优化学校治理、促进学校管理民主化、推动教育改革起到促进作用。本研究通过对22名中小学教师进行半结构化访谈与扎根理论分析，以线上发放问卷的方式，收集来自全国的公立中小学教师填写的221份有效样本进行预测试，按照量表编制的程序，再次收集261份样本对量表进行有效性检验，编制了符合测量学指标的教师建言采纳感知问卷；在此基础上面向全国公立中小学教师群体，分两次发放问卷，收集到样本453份和351份，分别探究教师建言采纳感知的现状与差异，及基本心理需要满足在教师建言采纳感知与建言行为之间的关系。研究主要结论如下：

（1）自编教师建言采纳感知量表包括建言征求、建言认可、建言采纳、建言执行、建言反馈5个维度，共25个题项。该量表内部一致性系数为0.924，探索性因子分析结果表明，所有25个题项提取出5个因子，各题项的因子载荷均在0.73~0.82之间，累计方差解释率为68.719%。验证性因子结果表明量表五维模型的c2/df=1.092，NFI、TLI、CFI、SRMR、RMSEA等拟合指标均达到统计学标准，表明自编教师建言采纳感知量表具有较好的结构效度。同时研究结果表明量表具有较好的效标效度、聚敛效度和区分效度。

（2）教师的建言采纳感知整体水平较高，各维度上的均值差异较大，子维度均值按从高到低的顺序进行排序依次为建言采纳、建言执行、建言认可、建言反馈、建言征求。性别在一定程度上影响教师对建言采纳的感知；不同年龄、教龄、职务的教师在建言采纳感知及其子维度上表现出显著差异；而学历和学校所在地对教师建言采纳感知的影响并不显著。

（3）教师的建言采纳感知、教师建言行为与基本心理需要满足三个变量间呈两两显著正相关；基本心理需要满足在教师建言采纳感知对教师建言行为的影响中发挥部分中介作用，中介效应系数ab=0.226，占总效应的34.66%。

本研究开发了针对教师群体的建言采纳感知量表，弥补了现有研究在测量工具方面的不足，丰富了国内关于自我决定理论以及基本需要满足作为中介变量的实证研究。基于实证数据分析结果，本研究对改进学校管理工作提出了“实施差异化管理策略，建立多层次的沟通体系；营造开放包容的建言环境，打造良好的建言氛围；完善建言反馈机制，建立有效的激励机制”等实践建议。

In order to meet the challenges of the new technological revolution and stimulate the vitality of schools, it is necessary to pay full attention to the role of teachers in human resource cultivation, education and teaching. However, it turns out that the amount of advice provided by teachers in the current practice of educational management is incredibly limited, and the majority of them are "silent" when it comes to school administration. Previous research has shown that adoption and feedback from leaders can significantly increase teachers' advice willingness and behavior. Therefore, this study focuses on primary and secondary school teachers and explores the following questions from the perspective of teachers' perceptions: How are teacher's perception of leaders' voice endorsement measured and assessed? What are the current status and differences in teachers' perceptions of leaders' voice endorsement? What is the relationship between teachers' perceptions of leaders' voice endorsement and their behavior? This study aims to contribute to the optimization of school governance, the democratization of school management, and the promotion of educational reform.

This study conducted semi-structured interviews with 22 primary and secondary school teachers and rooted theory analysis, collected 221 valid samples completed by public primary and secondary school teachers from all over the country through online distribution of questionnaires for pre-testing, and collected 261 samples again for validity testing of the scale in accordance with the procedure of scale development, and compiled a questionnaire on teachers' perceptions of leaders' voice endorsement that matched the indicators of measurement; on this basis, the questionnaire was distributed twice to public primary and secondary school teachers nationwide, and 453 and 351 samples were collected, to investigate the current situation and differences in teachers' perceptions of leaders' voice endorsement and the relationship between teachers' perceptions of leaders' voice endorsement and their advice behavior in terms of satisfaction of basic psychological needs, respectively. The main findings of the study are as follows:

(1) The self-administered Teachers' Perception of Leaders' Voice Endorsement Scale consists of five dimensions, namely, advice solicitation, advice recognition, advice adoption, advice implementation, and advice feedback, with a total of 25 items. The internal consistency coefficient of the scale was 0.924, and the results of exploratory factor analysis showed that five factors were extracted from all 25 question items, and the factor loadings of each item ranged from 0.73 to 0.82, with a cumulative variance explained of 68.719%. The validation factor results showed that the 5-dimensional model of the scale had c2/df = 1.092, and the fitting indicators of NFI, TLI, CFI, SRMR, and RMSEA met the statistical criteria, indicating that the self-administered teachers' perception of leaders' voice endorsement scale had good structural validity. Meanwhile, the results of the study show that the scale has good validity in terms of validity scale, convergent validity, and discriminant validity.

(2) Teachers' perceptions of leaders' voice endorsement were high overall, with large differences in the means of the dimensions, and the sub-dimension means were in descending order: advice adoption, advice implementation, advice recognition, advice feedback. and advice solicitation. Gender affects teachers' perception of leaders' voice endorsement to some extent; teachers of different ages, years of teaching experience, and positions show significant differences in their perceptions of leaders' voice endorsement and its sub-dimensions; and the effects of academic qualifications and school location on teachers' perception of leaders' voice endorsement are not significant.

(3) There was a positive correlation found between teachers' perceptions of leaders' voice endorsement, advice behaviors, and their satisfaction of basic psychological needs. The effect of teachers' satisfaction of basic psychological needs on teachers' perceptions of leaders' voice endorsement on teachers' advice behaviors was partially mediated by them, with a coefficient of mediation effect of ab=0.226 accounting for 34.66% of the total effect.

This study developed the perception of leaders' voice endorsement scale for teacher groups, which made up for the shortcomings of the existing studies in terms of measurement tools and enriched the empirical studies on self-determination theory and basic need satisfaction as a mediating variable in China. Based on the results of the empirical data analysis, this study proposes practical suggestions for improving school management, such as "implementing differentiated management strategies and establishing a multi-level communication system; creating an open and inclusive feedback environment to create a favorable feedback atmosphere; improving feedback mechanisms and establishing an effective incentive mechanism".