Under the background of building a democratic governance system of empowerment and empowerment, the multi-governance leadership model based on authorization guidance has an important practical significance for the improvement of school education quality and the development of society and nation. It is the trend and direction of education reform. Previous studies have confirmed that delegating democratic management helps to improve school organizational efficiency, but in fact, the role of principals' delegating behavior will be affected by the conditions and circumstances. Leadership and management activities are bilateral activities between leaders and subordinates, so the effectiveness of authorized leadership should be jointly shaped by "double subjects". Therefore, this study examines how to improve teachers' teaching quality from the perspective of whether the leadership level of principals and teachers is matched, and deeply discusses the heterogeneous effects of the above problems in different matching samples and urban and rural school samples. The answers to the above questions can provide targeted information reference for giving better play to the effect of principals' leadership, improving teaching quality and expanding the application of matching theory in the field of education.

Based on contingency theory, role theory and existing literature on related topics, this study clarifies the relationship between the variables involved in the research problem. On this basis, this study uses 3100 matched sample data of principals and teachers in Shanghai in TALIS2018 database, and constructs a multiple linear regression model to respond to the research questions. At the same time, due to the obvious characteristics of "teachers nested in schools", this study uses a two-level linear model to test the robustness of the research conclusions.The results show that: first, the matching of principals' authorized leadership and teachers' self-leadership helps to improve teachers' job satisfaction and teaching quality. Second, teachers' job satisfaction plays an intermediary role in the matching between principals' authorized leadership and teachers' self-leadership, which affects teachers' teaching quality. Third, the above impact only exists in the sample of urban areas, not in the sample of township areas. Fourth, different types of matching have different effects. In the matching samples, compared with low-level matching (low-low matching), high-level matching (high-high matching) plays a more obvious role; In mismatched samples, low high matching plays a more obvious role than high low matching.