党的十八届三中全会通过的《中共中央关于全面深化改革若干重大问题的决定》，提出全面深化改革的总目标是完善和发展中国特色社会主义制度，推进国家治理体系和治理能力现代化。在教育领域，要改善学校内部治理结构，促进学校多元共治和治理现代化，必须高度重视教师这一治理主体的决策参与。从理论上看，加强教师决策参与可以促使教师承担新的角色，让教师爱校乐教，有更高的教师投入和组织公民行为水平。然而相关研究多集中于高校教师决策参与的总体程度，较少探究中小学教师决策参与程度各维度的水平，且探究教师决策参与和教师组织公民行为的影响模型也比较单一。因此， 中小学教师决策参与各个程度的水平到底如何、教师决策参与和组织公民行为存在什么关系以及影响机制如何，系列问题亟待深入探究。

本研究采用问卷法收集数据，通过问卷星平台对 A 地区 1082 名教师线上收集数据。数据回收后，删除异常值和缺失值后，有效问卷 1056 份。使用 SPSS 进行了描述性分析、 

相关性分析和中介效应检验，研究结果如下: 

（1） 总体而言，教师决策参与程度在三个维度的均值均处于中上水平，相对而言信息共享水平最高。 

（2） 不同群体教师在决策参与程度上存在显著差异。高职称、校级干部和中层干部教师相对而言感知到的信息共享、协商决策和民主决策的程度更高；课时数越多的教师感知到的教师决策参与程度更低。 

（3） 教师决策参与各维度显著正向预测教师组织公民行为。 

（4） 教师决策参与各维度显著正向预测教师组织承诺。 

（5） 教师组织承诺在教师决策参与的协商决策程度和教师组织公民行为的关系中起部分中介作用。

要进一步提升教师决策参与，可考虑：关注不同群体教师，特别是新教师和没有职务的教师，营造民主协商的组织文化；创造协商条件，建立常态化的教师决策参与制度，协商达成利益一致；完善信息公开，实施差异化的信息公开渠道和方式，实现利益相关 者良性互动。

The Decision of the Central Committee of the Communist Party of China on Several Major Issues Concerning the Comprehensive Deepening of Reform, adopted by the Third Plenary Session of the 18th Central Committee of the Communist Party of China, stated that the overall goal of comprehensively deepening reform is to improve and develop the socialist system with Chinese characteristics and promote the modernization of the national governance system and governance capacity. In the field of education, to improve the internal governance structure of schools, promote pluralistic shared governance, and modernize governance in schools, great importance must be attached to teachers’ participation of decision-making. In relevant theories, strengthening teachers' participation in decision-making can prompt teachers to take on new roles, so that they love their schools and enjoy teaching, and have higher levels of teacher commitment and organizational citizenship behavior. However, most studies have focused on the overall level of teacher decision-making participation in higher education, and fewer have explored the levels of each dimension of teacher decision-making participation in primary and secondary schools, and have explored a single model of the influence of teacher decision-making participation and teacher organizational citizenship behavior. Therefore, there is a need to explore in depth a series of questions about the level of each dimension of teachers' decision-making participation in primary and secondary schools, the relationship between teachers' decision-making participation and organizational citizenship behavior, and the mechanisms of its influence.

This study used questionnaire to collect data, which was administered online to 1,082 teachers in A District through the Questionnaire Star platform. Data were collected and after removing outliers and missing values, 1056 valid questionnaires were returned. Descriptive analysis, correlation analysis and mediating effect tests were conducted using SPSS and the findings of the study are as follows.

(1) Overall, teachers' participation in decision-making was at a medium to high level in all three dimensions, with the highest level of information sharing in relative terms.

(2) There were significant differences in the level of participation in decision-making between different groups of teachers. Teachers with higher titles, school-level cadres and middle-level cadres perceive higher levels of information sharing, consultation, and democratic decision-making; teachers with more classroom hours perceive lower levels of participation in teacher decision-making.

(3) All dimensions of teacher decision making participation significantly and positively predicted teachers' organizational citizenship behavior.

(4) All dimensions of teacher decision making participation significantly and positively predicted teachers' organizational commitment.

(5) Teacher organizational commitment partially mediates the relationship between negotiated decision-making and teacher organizational citizenship behavior.

To further enhance teachers' participation in decision-making, we can consider: focus on different groups of teachers, especially new teachers and teachers without positions, to create an organizational culture of democratic consultation; create conditions for consultation, establish a regular system of teacher participation in decision-making, and negotiate to reach agreement on interests; improve information disclosure, and implement differentiated channels and ways of information disclosure to achieve positive stakeholder interaction.