学校组织民主是全球教育管理领域的重要议题，是深化全过程人民民主的基层实践，也是推动学校治理现代化的内在要求。教师对学校组织民主的知觉不仅反映了教师对学校组织民主的主观感受，也在一定程度上体现了学校组织民主的实际特点。关注教师知觉的学校组织民主，可发现当前学校组织民主实践中的进展与不足，也可揭示学校组织民主的作用机制，对完善学校组织民主具有重要实践意义和理论价值。然而，关于教师知觉的学校组织民主研究相对薄弱，其理论结构如何、怎样测量，以及实际表现和影响究竟怎么样，系列问题亟待深入探究。

本研究采取顺序混合研究范式，研究设计如下：采用半结构访谈法收集材料，使用开放式编码、主轴式编码、选择性编码深入分析文本，探究教师知觉的学校组织民主要素和结构；经专家咨询、题项分析、探索性因素分析、验证性因素分析等程序与方法，编制《教师知觉的学校组织民主量表》；对74所样本学校3599名教师展开问卷调研，采取描述性统计和差异分析探索教师知觉的学校组织民主整体表现和具体特征；采取问卷收集大规模样本数据，构建多水平回归模型和链式中介模型揭示教师知觉的学校组织民主对学校发展的作用；对组织民主程度较高和较低的案例学校展开教师访谈和观察，通过案例内分析和跨案例分析，探索特定情境下教师知觉的学校组织民主状况及其影响。

通过分析，有如下主要结论。

（1）教师知觉学校组织民主包括十二个要素，可分为五个维度。十二个要素包括讨论协商、建言决策、自我决定、容纳意见、自由表达、干群平等、管理公正、以人为本、权力制衡、评价监督、信息透明、过程参与等；进一步提炼而成的五个维度有表达自由、民主决策、监督问责、公开透明与平等公正。

（2）《教师知觉的学校组织民主量表》由20个题项组成，分五个维度，信效度良好。验证性因素分析的χ2/df值为4.205，RMSEA为0.087，CFI为0.952、GFI为0.853、IFI为0.957、NFI为0.945；各维度内部一致性系数为0.873-0.968，分半信度为0.841-0.928。

（3）教师知觉的学校组织民主程度亟须提升。各维度得分从高到低的分别是平等公正（4.79）、公开透明（4.52）、监督问责（4.46）、民主决策（4.32）、表达自由（4.13），转换为百分制后在62.6分到75.8分之间。从群体对比看，城镇学校教师、大规模学校教师、已婚教师、主科教师、更高职称教师、更高学历教师、年长教师等群体的学校组织民主感受更低。

（4）教师知觉的学校组织民主对学校发展的作用较为复杂。从直接作用看，在纳入单一自变量的独立模型中，学校组织民主及其各维度都能显著正向预测学校发展，但在同时纳入各维度的综合模型中，并非所有维度的预测作用都显著。从间接作用看，组织承诺在学校组织民主及其各维度与学校发展之间起着中介作用；工作投入、“组织承诺→工作投入”在表达自由、民主决策、公开透明、平等公正与学校发展四条路径上有中介作用，然而，在学校组织民主、监督问责与学校发展之间的两条路径上没有中介作用。

（5）特定学校情境下的学校组织民主也亟须提升，其作用更复杂。就表现看，教师对公共事务和教学事务有更多表达意愿；学校民主决策机制较为健全，但教师的决策影响力相对有限；对学校的监督主要来自上级部门，自下而上的监督相对较少；有关教师利益和学校发展重大事项的信息公开程度较高，而经费等信息较少公开；大多教师都在一定程度上经历过不平等的事情。就作用看，学校组织民主对个人或学校发展的影响可能是积极的，可能是消极的，也可能没有实质影响。

进一步提升教师知觉的学校组织民主，可考虑：深入推动依法治校，确保民主治校政策扎实落地；完善学校治理结构，构建学校组织民主治理体系；提升校长民主意识，建设现代化的学校治理队伍。

School organizational democracy (SOD) is an important issue in the field of education management, a fundamental practice to deepen people's democracy in China, and also an internal requirement to promote the modernization of school administration. Teacher- perceived SOD reflects teachers' feelings about SOD and, to some extent, the characteristics of SOD. The research of teacher-perceived SOD can reveal its progress, shortcomings, and mechanism, which is of great practical significance and theoretical value. However, related research is relatively insufficient due to the lack of a clear theoretical structure, measurement, and in-depth study of its status and impact.

In this manuscript, a sequential mixed method is employed as follows. Materials are collected through semi-structured interviews. Open coding, spindle coding, and selective coding are used to analyze the text and explore the elements and structure of teacher-perceived SOD. Through expert consultation, item analysis, exploratory factor analysis, and confirmatory factor analysis, the scale of teacher-perceived school organizational democracy is compiled. A questionnaire survey is conducted among 3599 teachers in 74 schools, and descriptive statistics and difference analysis are used to investigate the overall performance and characteristics of teacher-perceived SOD. Using questionnaires to collect data, a multilevel regression model and a chain mediation model are constructed to reveal the relationship between teacher-perceived SOD and school performance. Interviews and observations are conducted at schools with higher and lower levels of SOD, and internal analyzes and cross-case analyzes are used to examine the status and impact of teacher-perceived SOD in specific situations. From above-mentioned steps, the following main conclusions emerge.

Teacher-perceived SOD includes twelve elements, which can be divided into five dimensions. The twelve elements include discussion, voice, self-determination, tolerance, freedom of expression, equality between leaders and masses, fairness, teacher-centred, power balance, supervision, transparency, and participation. The five dimensions are freedom of speech, democratic decision-making, accountability, transparency, and equality.

The scale of teacher-perceived school organizational democracy consists of 20 items and five factors. The results show that the 5-factor measurement model fits the data well (χ2/df=4.205, RMSEA=0.087, CFI =0.952, GFI=0.853, IFI=0.957, NFI=0.945). The Cronbach's alpha for the five dimensions is 0.873-0.968, and the split-half reliability is 0.841-0.928.

Teacher-perceived SOD needs to be improved. The ranking from top to bottom is equality (4.79), transparency (4.52), accountability (4.46), democratic decision-making (4.32), and freedom of speech (4.13), and ranges from 62.6 to 75.8 on a scale of 100. Compared with their counterparts, teachers in urban schools, teachers in large schools, married teachers, major-subject teachers, teachers with higher professional title, teachers with higher degree, and older teachers have a lower sense of democracy.

The effect of teacher-perceived SOD on school performance is complex. From the perspective of the direct effect, SOD and its dimensions can independently positively predict school performance, but not all dimensions have significant predictive effects in the model that integrates all dimensions. As for the indirect effect, organizational commitment plays a mediating role between SOD and its dimensions and school performance. Work engagement, and organizational commitment→work engagement play a mediating role between freedom of speech, democratic decision-making, transparency, equality, and school performance, except for the two paths of SOD and accountability to school performance.

(5) SOD also needs to be improved in specific situations, and its role is more complex. As for freedom of speech, teachers are more willing to speak out explicitly on public affairs and classroom matters. The school's democratic decision-making mechanism is sound, but teachers' decision-making power is relatively limited. Supervision of the school is mainly exercised by the superior department, and there is relatively little bottom-up supervision. Information about teachers' interests and major school developments is more open, while information about finance is less open. Most teachers have experienced inequity to some degree. In terms of its influence, SOD on individual or school development can be positive, without real influence, or negative.

To further improve teacher-perceived SOD, the following measures may be considered. Promote school governance according to the law and ensure the implementation of democratic school governance measures. Improve the administrative structure of schools and build a system of democratic school administration. Strengthen the democratic awareness of school leaders, and build a modern school administration management team.