领导方式在组织管理中起着重要的作用，在对学校组织管理的研究中，探究不同领导方式对教师的影响也已成为趋势。威权领导作为一种高度集权的管理方式，受到部分学校管理者的青睐，他们期望通过威权领导的方式加强组织管理。但随着时代发展，个体自我意识增长，威权领导不仅不利于加强组织管理，反而会导致教师在工作过程中产生负面情绪，并将这一负面情绪的影响延伸至非工作时间，产生情绪性反刍，进而使教师出现消极的工作拖延行为，影响工作的开展。纵观我国有关学校领导方式的研究，大多集中在对教师积极行为的研究上，较少有探究教师工作拖延行为的研究，但在实际中，教师工作拖延现象普遍存在，并且影响到教师工作的质量，不利于教育事业的可持续发展。因而，本研究基于压力-情绪模型和资源保存理论，探讨威权领导与教师工作拖延行为的关系，并将对教师的情绪研究延伸至非工作时间，以情绪性反刍为中介。

本研究以情绪性反刍为中介变量，探究威权领导与教师工作拖延行为的关系。通过线上发放问卷的形式，回收有效问卷432份，对其进行数据分析，发现：（1）威权领导对教师工作拖延行为具有显著的正向预测作用，其各个子维度之间也存在显著的正相关关系；（2）威权领导对情绪性反刍具有显著的正向预测作用，威权领导各个子维度与情绪性反刍存在显著的正相关关系；（3）情绪性反刍对教师工作拖延行为具有显著的正向预测作用，情绪性反刍与教师工作拖延行为各个子维度存在显著的正相关关系；（4）在威权领导和教师工作拖延行为之间，情绪性反刍起到中介作用。

由此，本文研究验证了威权领导会显著正向预测教师工作拖延行为的产生，威权领导水平越高，教师工作拖延行为越严重，同时进一步验证，情绪性反刍在威权领导与教师工作拖延行为的关系中起到中介作用。为进一步改善教师工作拖延行为，促进教师积极工作行为的发生，建议在学校实践过程中完善领导方式，合理使用工作软件，并加强对教师情绪状况的关注。

Leadership plays an important role in organization and management. In the study of school organization and management, it has become a trend to explore the influence of different leadership styles on teachers. As a highly centralized management method, authoritarian leadership is favored by some school administrators, who expect to strengthen organizational management through authoritarian leadership. However, with the development of the times and the growth of individual self-consciousness, authoritarian leadership can not only strengthen management, but also lead to negative emotions in the process of teachers ' work, and extend the influence of this negative emotion to non-working hours, so that teachers have negative work procrastination and affect the development of work. Throughout the research on school leadership in China, most of them focus on the study of positive behavior, and there are few studies on teachers ' work procrastination. However, in practice, teachers ' work procrastination is widespread and affects the quality of teachers ' work, which is not conducive to the sustainable development of education. Therefore, based on the stress-emotion model and resource conservation theory, this study explores the relationship between authoritarian leadership and teachers ' work procrastination, and extends the study of teachers ' emotions to non-working hours, with emotional rumination as an intermediary.

This study uses emotional rumination as a mediating variable to explore the relationship between authoritarian leadership and teachers ' work procrastination. Through the form of online questionnaires, 432 valid questionnaires were collected and analyzed. It was found that : (1) Authoritarian leadership has a significant positive predictive effect on teachers ' job procrastination, and there is also a significant positive correlation between its various sub-dimensions; (2) Authoritarian leadership has a significant positive predictive effect on emotional rumination, and each sub-dimension of authoritarian leadership has a significant positive correlation with emotional rumination ; (3)Emotional rumination has a significant positive predictive effect on teachers ' work procrastination, and there is a significant positive correlation between emotional rumination and each sub-dimension of teachers ' work procrastination ; (4)Emotional rumination plays a mediating role between authoritarian leadership and teachers ' work procrastination.

As a result, this study verified that authoritative leadership significantly and positively predicted the development of teachers' work procrastination behaviors, and the higher the level of authoritative leadership, the more severe the teachers' work procrastination behaviors, and further verified that emotional rumination mediated the role of authoritative leadership and teachers' work procrastination behaviors. To further promote the occurrence of positive work behaviors, suggestions are made to improve the leadership style in the process of school practice and to pay more attention to teachers' emotional situations.