教育的创新发展始终离不开教师的创新工作行为，在诸多教师创新工作行为的影响变量中，校长领导力是不容忽视的关键角色。本研究基于社会认知理论和环境应激理论的适应和认知交互作用模型，搭建了校长变革型领导通过中介变量学校氛围，经由教师社会情感能力调节作用，进而影响教师创新工作行为的有调节的中介模型，来研究揭示校长变革型领导、学校氛围、教师社会情感能力与创新工作行为的综合作用关系，从而为学校激发教师创新工作行为，促进教育实现创新高质量发展提供理论指导与实践依据。

本研究在实证主义范式的指导下，采用量化研究路径的线性研究模式选取北京市12所社会情感学习项目校的800名教师作为研究对象，借助bootstrap的多层回归分析与结构方程模型（SEM）实证检验了校长变革型领导对教师创新工作行为影响的有调节的中介理论模型。

研究结果表明：（1）校长变革型领导能够显著正向预测教师创新工作行为；（2）学校氛围在校长变革型领导和教师创新工作行为的关系中发挥中介作用；即校长变革型领导不仅能够借助自身的德行示范、对教师的个性化关怀等对教师创新工作行为产生直接影响，还通过由其独特领导风格在组织内部营造积极向上、团队协作等支持性学校氛围，从而引导激发教师创新工作行为的效果；（3）教师社会情感能力分别在校长变革型领导、学校氛围和教师创新工作行为之间发挥调节作用，即教师在校长领导风格、学校氛围的刺激下所表现出的创新工作行为水平更多的源自于自身对环境氛围刺激的认知评价，社会情感能力水平较高的教师更能够准确认知学校领导者和学校氛围对创新工作的支持与鼓励，以及自己业务知识机能水平等，进而更好的管理自己的行为，表现出积极的创新工作倾向。

本研究实证分析了校长变革型领导对教师创新工作行为的正向预测作用，揭示了作用发挥的内在机制。基于此，本研究从涉及到的两大主体——校长与教师两大层面，分别提出了针对促进教师创新工作行为产生和发展的学校管理启示。

The innovative development of education is always dependent on teachers’ innovative work behavior (IWB). Among the variables that affect teachers’ IWB, principal leadership is a key role that cannot be ignored. Based on the social cognitive theory and adaptive-cognitive interaction model of environmental stress theory, this study establishes a moderated mediation model of principal’s transformational leadership, which affects teachers’ IWB through the mediation variable school climate and the moderator variable teachers’ social emotional competence, in order to explore the comprehensive relationship between principal’s transformational leadership, school climate, teachers’ social emotional competence and IWB, so as to provide theoretical guidance and practical basis for the school to stimulate teachers’ IWB and promote the innovative and high-quality development of education.

Under the guidance of positivism paradigm, this study uesd the linear research model of quantitative research path, selects 800 teachers from 12 social emotional learning project schools in Beijing as the research object, and empirically tests the moderated intermediary theory model of the impact of principal’s transformational leadership on teachers’ IWB with the help of bootstrap regression path analysis and structural equation model（SEM）.

The results show that: (1) principal’s transformational leadership can significantly and positively predict teachers’ IWB; (2) School climate plays an intermediary role between principal’s transformational leadership and teachers’ IWB; That is, the transformational leadership of principals can not only have a direct impact on Teachers’ IWB through their own moral demonstration and personalized care for teachers, but also create a supportive school climate such as positive and teamwork within the organization by their unique leadership style, so as to guide and stimulate the effect of teachers’ IWB; (3) Teachers’ social emotional competence plays a regulatory role between principals’ transformational leadership, school climate and teachers’ IWB, that is, the level of IWB shown by teachers under the stimulation of principals’ leadership style and school climate is more derived from their own cognitive evaluation of environmental climate stimulation. Teachers with higher levels of social emotional competence are more able to accurately recognize the support and encouragement of school leaders and school climate for innovative work, as well as their own professional knowledge function level, to better manage their own behavior and show a positive tendency of innovative work.

This study empirically examines the positive predictive effect of principals’ transformational leadership on teachers’ IWB, and defines the internal mechanism of the role. Based on this, this study suggests school management implications for promoting the emergence and development of teachers’ IWB at the levels of the two main actors involved, principals and teachers, respectively.