教师的职业幸福感与学生的健康成长、教师的专业进步、学校的建设发展、教育质量的全面提升息息相关，然而在教育改革的新形势下，教师的职业幸福感面临着严峻的挑战。一直以来，教师职业幸福感的提升是我国以及世界各国教育研究的重要课题，要加强教师队伍建设，逐步提升教师的职业荣誉感和幸福感。然而，对于教师的职业幸福感目前并没有普适科学的测评，教师的职业幸福感由于地域的不同而存在很大的差异。因此，本研究进一步探讨西部地区K市中小学教师的职业幸福感。提升教师职业幸福感，既要要关注教师本身，又要关注领导层面的影响因素。差序式领导是一种具有中国特色的领导方式，在学校情境中，少有学者研究差序式领导对教师职业幸福感的影响。

本文旨在探讨差序式领导、组织自尊与教师职业幸福感之间的内在关系。首先系统地梳理相关文献，以此为基础构建理论框架和研究模型，并提出研究假设。为验证这些假设，采用问卷调查法，并借鉴国内外成熟的量表，确保问卷的科学性和有效性。调查对象是西部地区K市的中小学教师，最终收到494份有效问卷。利用SPSS25.0软件对数据进行深入分析，并进行假设检验，结论如下：（1）差序式领导正向影响教师的职业幸福感；（2）差序式领导的照顾沟通维度正向影响教师的职业幸福感；（3）差序式领导的提拔奖励维度正向影响教师的职业幸福感；（4）差序式领导的容错犯错维度正向影响教师的职业幸福感；（5）差序式领导正向影响教师的组织自尊；（6）组织自尊对教师的职业幸福感有显著的正向影响；（7）组织自尊在差序式领导与教师职业幸福感之间起部分中介作用。

本研究立足于差序格局和社会比较理论，结合访谈法，深入剖析差序式领导如何影响中小学教师的职业幸福感及其内在作用机制，得出研究结论，并据此提出有针对性的管理对策与建议。这些结论对于加强教师队伍建设，逐步提升教师的职业荣誉感和幸福感具有重要的现实意义，同时也为教育部门制定管理策略、激励手段提供理论依据。此外，本研究还存在一些不足，例如样本的地区限制和测量工具的局限性等，需要在未来的研究中加以改进和完善。

Teachers' professional well-being is closely related to the healthy growth of students, teachers' professional progress, school construction and development, and the overall improvement of education quality. For a long time, the improvement of teachers' professional happiness is an important topic in education research in China and other countries around the world, and it is necessary to strengthen the　construction of teachers and gradually improve teachers' sense of professional honor and happiness. However, there is no universal scientific assessment of teachers' professional well-being, and teachers' professional well-being varies greatly due to different regions. Therefore, this study further explores the professional well-being of primary and secondary school teachers in K city in western China. To improve teachers' professional well-being, we should not only pay attention to the teachers themselves, but also pay attention to the influencing factors at the leadership level. Differential leadership is a leadership style with Chinese characteristics, and few scholars have studied the impact of differential leadership on teachers' professional well-being in the school context.

The purpose of this paper is to explore the intrinsic relationship between differential leadership, organizational self-esteem and teachers' professional well-being. Firstly, the relevant literature was systematically combed, and the theoretical framework and research model were constructed on this basis, and the research hypothesis was proposed. In order to verify these hypotheses, the questionnaire survey method was adopted, and the mature scales at home and abroad were used to ensure the scientificity and validity of the questionnaire. The survey was conducted among primary and secondary school teachers in K city in the western region, and 494 valid questionnaires were received. SPSS25.0 software was used to analyze the data in depth and test the hypothesis, and the conclusions were as follows: (1) Differential sequential leadership positively affected teachers' professional well-being; (2) The care communication dimension of differential leadership positively affected teachers' professional well-being; (3) The promotion and reward dimension of differential leadership positively affected teachers' professional well-being; (4) The fault-tolerant and error-making dimension of differential leadership positively affects teachers' professional well-being; (5) Differential leadership positively affected teachers' organizational self-esteem; (6) Organizational self-esteem had a significant positive impact on teachers' professional well-being; (7) Organizational self-esteem played a mediating role in the relationship between differential leadership and teachers' professional well-being.

Based on the pattern of differential order and the theory of social comparison, combined with the interview method, this study deeply analyzes how differential leadership affects the professional well-being of primary and secondary school teachers and its internal mechanism, draws research conclusions, and puts forward targeted management countermeasures and suggestions accordingly. These conclusions are of great practical significance for strengthening the construction of teachers and gradually improving teachers' sense of professional honor and happiness, and also provide a theoretical basis for the education department to formulate management strategies and incentive methods. In addition, there are some shortcomings in this study, such as the regional limitation of the sample and the limitation of measurement tools, which need to be improved and perfected in future research.