创新是民族进步之魂，一直以来，我国十分重视创新。创新实力归根结底还是要靠人才实力。而培养创新型人才与教师创新信念、创新工作行为密切相关。同时，十九大以来，教育教学改革和教师创新被提到了新的高度，随着“造就党和人民满意的高素质专业化创新型教师队伍”的目标任任务的提出，研究教师创新工作行为的影响机制更具有现实意义。本研究基于积极情绪的扩展-建构理论和社会信息加工理论，建构了一个有调节的中介效应模型，以探讨教师幸福感影响教师创新工作行为的作用机制和边界条件，从而为学校促进教师创新工作行为提供理论指导和实施参照。研究遵循规范的科学研究范式，主要采用问卷调查法搜集量化资料。通过对北京市H区和S区9所项目学校的508位教师进行问卷调查，利用SPSS、Amos等统计软件对数据进行分析处理，并基于bootstrap的回归路径分析验证研究假设。

通过研究发现：（1）教师幸福感与教师创新工作行为存在正向相关关系;（2）教师内部人身份感知在教师幸福感与教师创新工作行为的关系中起到了中介作用;（3）校长真实型领导调节了教师内部人身份感知与教师创新工作行为之间的关系;（4）教师幸福感通过中介变量（内部人身份感知）对教师创新工作行为的间接效应受到了校长真实型领导的正向调节。

根据本研究的发现，学校领导及管理者可以通过提升教师幸福感，激发教师创造性；提高教师的内部人身份感知，增强其为学校开拓创新的主人翁责任意识；提升校长的真实型领导水平，创造一个利于创新的软环境。

Innovation is the soul of national progress. Our country attaches great importance to innovation all the time. In the final analysis, innovation strength depends on talent strength. The cultivation of innovative talents is closely related to teachers’ innovative beliefs and innovative work behaviors. Meanwhile, since the 19th National Congress of the Communist Party of China was held, education and teaching reform and teacher innovation have been raised to a new height. With the proposal of the goal of “building a high-quality professional and innovative teacher team that the Party and the people are satisfied with”, it is of practical significance to study the influence mechanism of teachers’ innovative work behavior. This study constructs a moderated mediating effect model based on the broaden-and-build theory of positive emotions and social information processing theory, to explore the mechanism and boundary conditions of the influence of teachers’ well-being on their innovative work behavior, so as to provide theoretical guidance and implementation reference for schools to promote teachers’ innovative work behavior. The research follows the standard scientific research paradigm and mainly uses questionnaire survey to collect quantitative data. We conducted a questionnaire survey among 508 teachers from 9 project schools in two districts of Beijing, and verify the research hypothesis by using SPSS, Amos and other statistical software to conduct bootstrap regression path analysis of the data.

The results show that:(1) there is a positive correlation between teachers’ well-being and their innovative work behavior; (2) teachers’ perceived insider status plays a mediating role in the relationship between teachers’ well-being and teachers’ innovative work behavior; (3) principals’ authentic leadership moderates the relationship between teachers’ perceived insider status and teachers’ innovative work behavior; (4) the indirect effect of teachers’ well-being on teachers’ innovative work behavior through the mediating variable (perceived insider status) is positively moderated by principals’ authentic leadership.

According to the findings of this study, school leaders can stimulate teachers’ creativity by improving teachers’ well-being; Improve teachers’ perceived insider status and enhance their sense of responsibility as masters to innovate for the school; Improve principals’ authentic leadership and create a soft environment which is conducive to innovation.