国家的教育相关政策和法律法规的推陈出新给学校和教师提出了新的期待和要求，从学校层面来说，学校的管理理念和方式自然也需要顺应变化、改革创新。在《义务学校校长专业标准》中，对校长明确提出了许多“二者兼有”的要求，比如，在学校发展规划中，既要求稳，也要求新求变。这些专业职责和要求意味着校长在进行管理时，要巧妙运用多种领导方式，兼顾很多看似对立冲突的问题。同时在教育实践中，校长面临着诸多管理上的矛盾问题。比如：既要提升教师的整体教学能力和素质，又要考虑到教师的个性发展。因此作为学校的总舵手，校长单一的领导方式显然不能契合学校的生态。一种“复合型”的领导方式是符合社会发展、国家政策和教育管理实践所需的必然选择。

悖论式领导正好契合这种需要。悖论式领导是基于中国阴阳哲学理论而提出的一种领导力。它强调采用“二者都”而不是“二选一”的策略解决组织管理问题。以往关于悖论式领导的研究集中于企业组织领域，在教育管理领域有关悖论式领导的研究几近空白。因而，本研究旨在探讨悖论式领导在教育管理领域的作用。在教育领域中，教师专业发展和教师队伍建设一直备受重视。复杂动态的社会环境和教育改革使得教师职业规划和发展中的建构性和适应性尤其重要。促进教师职业生涯建构的生涯适应力逐渐受到关注。另外，心理安全感和职业认同作为重要的心理因素，可能会在校长领导风格对教师的作用机制中起到解释作用。因此本研究尝试探究悖论式领导对教师生涯适应力的影响，以及心理安全感和职业认同在二者之间的作用机制。

本研究采用方便抽样的方法，以多个省份的中小学教师为研究对象开展问卷调查。采用成熟的悖论式领导量表、教师生涯适应力量表、心理安全感量表和职业认同量表，并运用问卷星线上发放问卷。共发放问卷500份，其中有效问卷463份。有效回收率为92.6%。运用SPSS26.0和AMOS25.0对问卷进行信效度检验，结果表明问卷的信效度良好。

本研究运用SPSS 26.0进行数据分析和假设检验。具体而言，首先通过回归分析检验悖论式领导对教师生涯适应力的预测作用，其次通过层级回归分析和Bootstrap法依次检验心理安全感的中介作用，职业认同的中介作用和二者的链式中介作用。得出以下研究结论：（1）悖论式领导能正向预测教师生涯适应力。（2）心理安全感在悖论式领导与教师生涯适应力之间的关系中起部分中介作用。（3）职业认同在悖论式领导与教师生涯适应力之间的关系中起部分中介作用。（4）心理安全感与职业认同在悖论式领导与教师生涯适应力之间的关系中起链式中介作用。研究假设全部得到验证。

结合已有研究结论，本研究提出以下实践建议：（1）兼容并包促平衡，重视校长悖论式领导的提升；（2）身心合一稳人心，增强教师心理安全感；（3）敬业乐群求发展，激发教师职业认同感。

The innovation of national education policies and laws has put forward new expectations and requirements for schools and teachers. From the perspective of schools, their management concepts and methods naturally need to adapt to changes and reform and innovate. In the Professional Standards for Principals of Compulsory Schools, many requirements for both are clearly put forward for principals. For example, in the development plan of schools, both stability and innovation are required. These professional responsibilities and requirements mean that principals should cleverly use multiple leadership styles and balance many seemingly conflicting issues in their management. At the same time, in educational practice, principals face many management contradictions. For example, Principles have to enhance both the overall teaching ability and quality of teachers, and their personal development. Therefore, as the overall helmsman of the school, the single leadership style of the principal clearly cannot fit the ecology of the school. A "composite" leadership style is an inevitable choice that meets the needs of social development, national policies, and educational management practices.

Paradoxical leadership fits this need perfectly. Paradoxical leadership is a type of leadership proposed based on the Chinese philosophy of Yin and Yang. It emphasizes adopting a strategy of "both" rather than "either...or" to solve organizational problems. At present, there is almost no research on paradoxical leadership in the educational field. In the field of education, teachers’ professional development and capacity building has also been highly valued. The complex and dynamic social environment and educational reform have made the constructiveness and adaptability in teacher career planning much more important. The career adaptability that promotes the construction of teachers' career has increasingly received attention. In addition, psychological security and professional identity, as important psychological factors, may play roles in the effect of the principal's leadership style on teachers’ development. Therefore, this study attempts to explore the impact of paradoxical leadership on teacher career adaptability, as well as the roles of psychological security and professional identity in this relationship.

This study used a convenient sampling method to conduct a questionnaire survey on primary and secondary school teachers from multiple provinces. The scales included the Paradox Leadership Scale, Teacher Career Adaptability Scale, Psychological Security Scale, and Professional Identity Scale, and were distributed online via Questionnaire Star. We distributed 500 questionnaires, of which 463 were valid. The effective recovery rate is 92.6%. The reliability and validity of the scales were tested using SPSS 26.0 and AMOS 25.0, and the results showed that the reliability and validity of the scales were good .

This study used SPSS 26.0 for data analysis. Specifically, first, regression analysis was used to examine the effect of paradoxical leadership on teacher career adaptability. Secondly, hierarchical regression analysis and Bootstrap method were used to sequentially examine the mediating role of psychological security, professional identity, and the chain mediating role of the two. The following conclusions are drawn: (1) Paradox leadership significantly predict teacher career adaptability positively. (2) Psychological security partially mediates the relationship between paradoxical leadership and teacher career adaptability. (3) Professional identity plays a partial mediating role in the relationship between paradoxical leadership and teacher career adaptability. (4) Psychological security and professional identity play a chain mediating role in the relationship between paradoxical leadership and teacher career adaptability. All research hypotheses were supported.

Based on these research findings, this study proposes the following practical  implications: (1) promoting balance through inclusiveness and emphasizing the improvement of paradoxical leadership; (2) Integrating body and mind to stabilize people's hearts, enhancing psychological security; (3) Devoting oneself to work and seeking development, inspiring a sense of professional identity among teachers .