The Third Plenary Session of the 18th CPC Central Committee sets "promoting the modernisation of our national governance system and capacity" as the general goal of the comprehensive deepening reform, which opens up a new era of accelerating system building and governance capacity building. Promoting the modernization of the educational governance system and capacity and establishing a modern school system are the inexhaustible driving force for school development, as well as the direction and goal of school development.Based on the background of the era of modernising China's comprehensive educational governance capacity and building a modern school system, this study focuses on the issue of the types, levels and influence factors of teachers' participation in school management in public primary and secondary schools.Based on participatory management theories and models of differences in decision-making participation, etc., the study adopts a mixed research approach with a quantitative focus. Based on policy texts and existing literature, the study conducts in-depth interviews with 20 public primary and secondary school teachers, constructs a content framework for teacher participation in school management with the help of Nvivo11.0, and develops a teacher participation scale for public primary and secondary schools. A pilot test is conducted and 119 valid questionnaires are collected, and the scale is revised based on the results of the pilot test. The revised scale is used to conduct a formal questionnaire survey in Beijing, and a total of 1893 valid teacher questionnaires are collected. Using descriptive statistical analysis, analysis of variance and multiple linear regression analysis and path analysis, the study examines the types of teacher participation, levels of participation and influencing factors in public primary and secondary schools, and cross-checked the statistical results with the findings from the analysis of interview data. The main findings of the study are as follows:
        Firstly, the study constructs a four-quadrant diagram about the teachers' participation contents, drawing on the model of differences in decision-making participation. The four quadrants of teacher participation are “issues that teachers expect to participate in but not participate in ” “issues that teachers expect to participate in and participate in ”, “issues that teachers do not want to participate in but participate in” and “issues that teachers do not want participate in and do not need to participate in”. On the basis of classification, calculate the difference value between "expected participation" and "actual participation", and arrange it in descending order according to the number of people.In addition, the characteristics of teacher groups participating in different types are described and analyzed.Combined with the above findings, the results are :(1) the affairs that teachers expect to participate in but not participate in include "drafting of school constitution/rules and regulations", "formulation and modification of teacher performance pay plan", "distribution of school teachers' welfare" and "drafting of school long-term goals/development plan".Most of the teachers participating in this type of affairs are young, short of teaching experience and ordinary teachers with master's degrees who teach in junior middle schools.(2) the affairs that teachers expect to participate in and actually participate in include"collective discussion activities of teaching and research group", "formulation of school teaching plan", "determination of the content and form of school-based teaching and research" and "arrangement of school examinations (proposition, invigilation and marking)".Most of the teachers participating in this type of affairs are teachers in the middle leadership of the school, aged between 31 to 40, with more than 10 years of work experience, who teach in demonstration schools at the district level of urban primary schools.(3) The affairs that teachers do not want to participate in and do not have to participate in include "The appointment of new teachers", "student class setup matters", "school affairs plan, budget preparation and funds use matters", "school funds expenditure/usage matters", "head teacher arrangement" and "school teaching equipment/books and periodicals purchase".Most of the eachers paticipating in this type of affairs are older, male and with longer teaching experience.(4) The affairs that teachers do not want to participate in but participate in include "review of the principal's work".Most of the teachers participating in this type of affairs are grade group leaders/subject group leaders/teaching and research group leaders who are over 41 years old and have more than 20 years of working experience with senior titles.
        Secondly, the current level of participation of teachers in public primary and secondary schools is mainly symbolic in the sense of being 'informed' and 'providing opinions', but not yet substantive in the sense of ' participate in discussions' and ' participate in decision-making'. "The level of teacher participation needs to be further increased. Through the test of the difference of teachers' participation in different background factors, it can be seen that: teachers' participation in administrative affairs, teaching affairs and general affairs is significantly higher in primary schools than in junior high schools and high schools; teachers' participation in teaching affairs varies significantly by school size, with the larger the school, the higher the level of participation in teaching affairs; teachers' participation in administrative affairs and teaching affairs varies significantly by school quality. Teachers' participation in administrative and pedagogical matters is differed significantly by the quality of the school, with teachers in district-level model schools being significantly more participate in than teachers in ordinary schools. However,There are no significant differences in the level of participation of teachers with different genders and educational backgrounds in school management, while there are significant differences in the degree of participation of teachers with different ages, teaching ages, professional titles and positions.
       Finally, the study analyses the factors influencing teacher participation at both the individual teacher and school organisation levels. At the individual teacher level, teachers' willingness to participate is high, their ability to participate is moderate, and their motivation to participate is low. Multiple regression analysis reveals that teachers' willingness to participate and motivation to participate has a significant positive predictive effect on teacher participation, it means that the stronger teachers'willingness to participate and the higher their motivation to participate, the higher teachers' participation in school management.At the school organisation level, both school systems and school organisational climate are found to be of moderate to high level. The empirical data suggests that school systems and school climate have a significant positive predictive effect on teacher participation,it means that the more perfect the school management system and the stronger the supportive organizational atmosphere, the higher the level of teachers' participation in the school management affairs.Integrating the predictive effects of individual and organisational factors on teacher engagement, it is found that organisational factors play a more important role in influencing teacher engagement, and their predictive effects are greater than those at the individual level.Teachers' individual factors play a partial mediating role in the influence of school organization factors on teachers' participation.
        Based on the empirical research, this study proposes the following countermeasures: Firstly, Schools should strictly follow the characteristics of teacher career development，and make precise policies for teachers with different group characteristics to stimulate teacher development motivation.Secondly,schools should attach importance to the construction of incentive mechanism for teachers' participation, in order to stimulate the willingness and motivation of teachers' participation.Thirdly, the school should be committed to improving the current teacher participation system, as well as improving the organization system, public system and feedback system of teacher participation, on order to guarantee teachers' right to participate, right to be informed and right to supervise.Finally, schools should create a positive atmosphere for teachers to participate in school management and reshape the role of stakeholders.On the one hand, the role of principal should be shifted from dictator to supporter.On the other hand, the role of teachers should be changed from spectator to participator.