教育改革背景下，教师工作投入不足现象严峻，影响着教师教学知识和能力的发挥，因此从组织管理角度，提高教师工作投入程度具有重要意义。校长在其中扮演着至关重要的作用，本研究探讨了校长教学领导力与中小学教师工作投入的关系，并选取组织支持感、教学效能感为中介变量，探讨二者在校长教学领导力与教师工作投入之间发挥的作用。

研究通过问卷调查法，采用校长教学领导力评分量表、工作投入量表、组织支持感量表、教学效能感量表，在华东、华北、西南等地区进行问卷调查，回收有效问卷542份，通过SPSS、AMOS进行数据分析，得出以下结论：（1）校长教学领导力与教师工作投入呈显著正相关，校长教学领导力正向预测教师工作投入。（2）组织支持感在校长教学领导力和教师工作投入中发挥完全中介作用，中介效应占比45.12%。（3）教学效能感在校长教学领导力和教师工作投入中发挥完全中介作用，中介效应占比27.03%。（4）组织支持感、教学效能感在校长教学领导力和教师工作投入中具有链式中介作用，中介效应占比18.94%。

研究基于工作要求—资源模型，探究校长教学领导力对教师工作投入的动机激发路径和个人资源在其中的作用。研究提出以下管理建议：（1）关注校长自我提升，找准角色定位，不断学习提升，深入教学一线。（2）完善校长培训体系，改进培训评价体系，加强培训内容建设。（3）提升教师教学能力，减轻教师非教学负担，提供多维组织支持，以促进教师工作投入。

Under the background of educational reform, the phenomenon of insufficient teacher work investment is severe, which affects the utilization of teaching knowledge and abilities of teachers. Therefore, from the perspective of organizational management, improving the level of teacher work investment is of great significance. The principal plays a crucial role in it. This study explores the relationship between the principal's instructional leadership and the work engagement of primary and secondary school teachers, and selects organizational support and teaching efficacy as mediating variables to explore the role of the two in the relationship between the principal's instructional leadership and teacher work engagement.

The study conducted a questionnaire survey using The Principal Instructional Management Rating Scale, Utrecht Work Engagement Scale, Survey of Perceived Organizational Support, and Ohio State teacher efficacy scale in East China, North China, Southwest China, and other regions. A total of 542 valid questionnaires were collected and analyzed using SPSS and AMOS. The following conclusions were drawn: (1) The principals’ instructional leadership is significantly positively correlated with teacher work engagement, and it positively predicts teacher work engagement. (2) The sense of organizational support plays a completely mediating role in the relationship between the principals’ instructional leadership and teacher work engagement, with a mediating effect accounting for 45.12%. (3) The sense of teaching efficacy plays a completely mediating role in the relationship between the principals’ instructional leadership and teacher work engagement, with a mediating effect accounting for 27.03%. (4) The sense of organizational support and teaching effectiveness have a chain mediating effect in the relationship between the principals’ instructional leadership and teacher work engagement, with a mediating effect accounting for 18.94%.

Based on the job demands-resources model, this study explores the motivational stimulation path, and the role of personal resources in the impact of principals’ instructional leadership on teacher work engagement. The following management suggestions are proposed in the study: (1) Pay attention to the self-improvement of principals, identify their role positioning, continuously learn and improve, and delves into the forefront of teaching. (2) Improve the principal training system, improve the training evaluation system, and strengthen the construction of training content. (3) Enhance the teaching ability of teachers, reduce their non teaching burden, provide multidimensional organizational support, and promote their work engagement.