研究采用混合研究设计，将研究分成三个阶段，综合运用问卷法、访谈法、德尔菲法等方法搜集量化和质性资料。第一阶段以质性研究的方式探索社会情感型领导力结构，前期根据领导力理论构建社会情感型领导力的理论结构，然后以8所项目学校的7位正校长、4位副校长和19名教师作为访谈对象，搜集数据来论证和丰富社会情感型领导力的理论结构，提出社会情感型领导力的实证结构；第二阶段是质性和量化研究相结合的方式修正社会情感型领导力结构、开发测评量表，前期通过德尔菲法以28位社会情感学习领域的专家为对象，通过线上线下相结合的方式征求专家意见，修正社会情感型领导力结构及测评题库，后期通过问卷法，将54所项目学校的706名教师随机分成两组，分别进行探索性和验证性因素分析，探索、验证和修订社会情感型领导力测评量表；第三阶段是通过量化研究的方式探索校长社会情感型领导力影响学生社会情感能力发展的路径，前期基于理论基础和文献梳理提出研究假设，然后通过问卷法，以54所项目学校的706名教师为样本收集数据，验证假设并提出影响路径。

        研究发现：（1）社会情感型领导力的结构包括5个一级维度、14个二级维度，5个一级维度分别是愿景规划、情感示范、关系调适、教师发展和学生学习；（2）社会情感型领导力测评量表包括37项测评题目，内容覆盖了社会情感型领导力的5个一级维度、14个二级维度，检验发现量表具备较好的信效度和模型拟合指数，适合作为校长社会情感型领导力的测评工具；（3）社会情感型领导力影响学生社会情感能力发展的路径有4条：路径1是社会情感型领导力直接显著正向预测学生社会情感能力，路径2是社会情感型领导力通过教师社会情感学习承诺的单独中介作用显著正向预测学生社会情感能力，路径3是社会情感型领导力通过师生关系的单独中介作用显著正向预测学生社会情感能力，路径4是社会情感型领导力通过教师社会情感学习承诺与师生关系的链式中介作用显著正向预测学生社会情感能力。

        本研究提出了社会情感学习背景下，促进学生社会情感能力发展的社会情感型领导力结构，开发了社会情感型领导力的测评工具，并验证了社会情感型领导力对学生社会情感能力的正向预测作用，明确了发挥作用的内在机制，这从中国社会情感学习实践的角度丰富了校长领导力理论，为校长领导力能够促进学生社会情感能力发展贡献了新的实证依据，建议未来的研究者和实践者通过精准测评和个人自省来提升校长社会情感型领导力水平，提高教师社会情感学习承诺、改善师生关系，帮助教师扮演好助力学生社会情感能力发展的角色，为学生社会情感能力发展构建关键的支持性系统环境。

    The research adopts a mixed research design, which divides the research into three stages, and comprehensively uses the questionnaire method, interview method, and Delphi method to collect quantitative and qualitative data. The first stage explores the social-emotional leadership model through qualitative research. In the early stage, the social-emotional leadership theory model was constructed based on the leadership theory. Then this part of the research takes 7 principals, 4 vice principals and 19 teachers of 8 program schools as interview subjects, and collects data through interviews to demonstrate and enrich the social-emotional leadership theory model; The second stage is to revise the social-emotional leadership model and develop the scale by combining qualitative and quantitative research. In the early stage, through the Delphi method, 28 experts in the field of social and emotional learning were used as samples to solicit opinions on the revision of the social-emotional leadership model and evaluation question bank through a combination of online and offline methods. Later, through the questionnaire method, 706 teachers from 54 program schools were randomly divided into two groups for exploratory factor analysis and confirmatory factor analysis. Its purpose is to further revise and verify the social-emotional leadership assessment scale; The third stage is quantitative research. This part of the research is based on research hypotheses, using a questionnaire method, using 706 teachers from 54program schools as samples to explore the ways in which social-emotional leadership influences the development of students' social and emotional competence.

    The research found that: (1) Socio-emotional leadership have five first-level dimensions: vision planning, emotional demonstration, relationship adjustment, teacher development, and student learning. These five first-level dimensions also include fourteen second-level dimensions; (2) The social-emotional leadership assessment scale includes 37 assessment items, and the content covers 14 secondary dimensions of social-emotional leadership. The pre-test test found that the assessment scale has good reliability and validity and model fitting index, and is suitable for use as an evaluation tool for principals’ social-emotional leadership; (3) Social-emotional leadership can influence students’ social and emotional competence through four paths: Path 1 is that social-emotional leadership directly predicts students’ social and emotional competence directly and significantly, and Path 2 is social-emotional leadership significantly indirectly predicts students’ social and emotional competence through the individual mediating effect of teacher commitments. Path 3 is that social-emotional leadership significantly indirectly predicts students’ social and emotional competence through the individual mediating effect of teacher-student relationship. Path 4 is social-emotional leadership use the chain mediation effect of teacher's commitment and teacher-student relationship to significantly positively predict students' social and emotional competence.