由于传统学校去人格化的管理制度对于教师的“束缚”，以及积极心理学的兴起，教师幸福感的研究逐渐得到了广泛的关注。教师幸福感本身作为一种人际交往过程中的情感体验和感受，是衡量教师成长和工作的重要指标之一。提升教师幸福感对于教师的工作能起到事半功倍的效果，也对学校教育和教学有着重要影响。
研究基于方便取样和目的取样的方法，抽取具有代表性的16所学校947位教师作为样本进行问卷调查，收集相关数据。运用描述统计、独立样本T检验、验证性因素分析、相关分析和回归分析等量化技术主要探讨了互动公平与教师幸福感的关系、教师心理授权的在其中的作用，以及权力距离对于互动公平与教师幸福感的调节等问题，得出以下结论：
一是教师的部分个人背景变量对于教师幸福感有着显著的影响。教师幸福感在教师的性别、教龄、班主任角色、学校类型四种背景变量上具有显著差异，在职称上没有显著差异。
二是互动公平与教师幸福感具有显著正相关关系。上级领导在与教师交往过程中，能够尊重并公平对待教师，有助于提升教师自身幸福感。
三是教师心理授权在互动公平与教师幸福感之间起到了中介作用。教师心理授权作为一种有效的中介因素，可以联结互动公平的正向影响与教师幸福感。在与上级交往过程中互动水平较高的教师，往往在工作意义、胜任力、自主性以及影响力方面有着更高的心理感知，教师的自主需要、胜任需要和归属需要都会得到满足，进而有着更高的幸福感。
四是权力距离没有负向调节了互动公平与心理授权之间的关系。同时，权力距离在心理授权对互动公平与教师幸福感二者之间关系的中介作用下没有发挥负向调节作用。
基于上述研究结果，对如何通过互动公平来提升教师幸福感从提出了若干行动建议。最后，对研究存在的不足进行了反思，并对未来研究提出了意见。

Due to the "binding" of the traditional school's personalized management system and the rise of positive psychology, the study of teacher happiness has gradually gained widespread attention. As a kind of emotional experience and feeling in the process of interpersonal communication, teacher happiness itself is one of the important indicators to measure teacher growth and work. Improving teachers' happiness can have a multiplier effect on teachers' work, and also has an important impact on school education and teaching.
Based on the methods of convenient sampling and sampling by purpose, 947 teachers from 16 schools were selected as samples to conduct questionnaire survey and collect relevant data. Quantitative techniques such as descriptive statistics, independent sample T test, confirmatory factor analysis, correlation analysis and regression analysis are used to explore the relationship between interactive fairness and teacher happiness, the role of teacher's psychological empowerment, and the power distance for interactive fairness. Problems such as the adjustment of teachers' happiness, and the following conclusions are drawn:
First, some of the teacher's personal background variables have a significant impact on teacher happiness. Teacher happiness has significant differences in the four background variables of teacher gender, teaching age, class teacher role, and school type. There is no significant difference in the title.
Second, there is a significant positive correlation between interactive justice and teacher happiness. In the process of dealing with teachers, superior leaders can respect and treat teachers fairly and help to enhance teachers' own happiness.
Third, the psychological empowerment of teachers played a mediating role in interaction justice and teacher happiness. Teacher psychological empowerment is an effective transmission medium that can convey the positive impact of interaction justice to teachers' happiness. Teachers with higher levels of interaction in the process of interacting with their superiors often have higher psychological perceptions in terms of job significance, competence, autonomy and influence. Teachers' autonomy needs, competency needs and attribution needs will be met, and then there will be Higher happiness.
The fourth is that the power distance is not negatively adjusted to the relationship between interactive fairness and psychological empowerment. At thesame time, power distance does not play a negative regulatory role under the mediating role of psychological empowerment on the relationship between interactive fairness and teacher happiness.
Based on the above research results, several suggestions for action have been put forward on how to improve teachers' happiness through interaction and fairness. Finally, I rethink the shortcomings of the research and put forward opinions on future research.