教师教学效能作为提高教育教学质量、促进教师专业成长的一条重要路径而备受关注。在分布式领导理论的影响下，管理权力下放，教学领导力朝多主体方向发展，因而中层管理者这一群体的教学领导力发挥情况值得关注。同时，本研究引入外部环境角度下的学校组织氛围作为中介变量探讨作用机制。

本研究从教师感知的视角分析中层管理者教学领导力和学校组织氛围是否有助于教师教学效能的提升，以问卷调查的方法，选取323名来自北京、天津、河南、辽宁、宁夏等14个省市自治区的中小学教师为样本进行调查。使用Stata 16.0为数据分析软件，采用描述性统计、t检验、方差分析、相关分析、回归分析、中介效应分析等技术对各变量进行分析并探索三者的关系，从而得出以下结论：

一是中小学教师的教师教学效能总体水平较高，其感知到的中层管理者教学领导力及学校组织氛围水平较高。二是三个变量在人口学变量上存在显著性差异。三是中层管理者教学领导力对另外两个变量有显著的正向作用，学校组织氛围对教师教学效能有显著的正向作用。四是学校组织氛围在中层管理者教学领导力对教师教学效能的影响中起中介作用。

在研究结论的基础上，本研究对于中小学管理者提出了对应的建议以提高学校管理效能及教师教学效能，并针对本研究的研究局限与不足提出后续研究展望。

Teachers' efficacy has attracted much attention as a means of improving the quality of education and fostering their professional development. Under the influence of distributed leadership theory, instructional leadership develops towards multiple objects, so it is worth paying attention to the instructional leadership of middle managers. At the same time, this study takes the school organizational climate from the perspective of the external environment as a mediating variable to explore the mechanism.

The study examined, based on teachers' perceptions, the relationship between middle managers' instructional leadership, teachers' efficacy, and the organizational climate of schools. By means of a questionnaire survey, 323 primary and secondary school teachers from 14 provinces, cities and autonomous regions such as Beijing, Tianjin, Henan, Liaoning, Ningxia were included in this study. Using Stata 16.0 as the data analysis software, the Pearson’s correlation, descriptive statistics, t test, variance analysis, regression analysis, mediation effect analysis and other techniques were used for analyzing data, and to explore the relationship between the three variables.

It was found that the overall level of teacher efficacy of primary and secondary school teachers is relatively high, and the perception of middle managers' instructional leadership and the perception of school organizational climate by the teachers are relatively strong. Secondly, demographic variables such as age, educational level, teacher title, teaching experience, teaching period and whether to assume management positions could significantly predict the three variables accordingly. Thirdly, the instructional leadership of middle managers effects has a significant positive effect on teacher efficacy and school organizational climate. The school organizational climate has a significant positive effect on teacher efficacy. Fourthly, school organizational climate has a mediator effect on both middle managers' instructional leadership and teacher efficacy.

The study offers suggestions for primary and secondary school administrators to improve school management effectiveness and teacher efficacy based on the research conclusions, and puts forward the prospects of follow-up research according to the limitations and shortcomings of this study.