高校日益成为拥有多种功能的复杂组织，在竞争激烈的环境之中，亟待提高组织绩效。教师的组织行为对组织目标的实现有着重大意义，如何在提升组织绩效的同时，促进教师的全面发展，成为当前教育管理关注的重点。探索多元化的领导模式来推动组织的发展已是大势所趋，分布式领导为高校管理提供了新的思路。本研究以“分布式领导对高校教师组织公民行为的影响”为主题，在研究过程中采用量化研究与质性研究相结合的研究方法，以高校教师为研究对象，结合高校组织特性，界定了相关概念，对有关研究进行了述评，在此基础上建立了理论分析框架并开展问卷调研，构建并验证了作用机制模型；同时开展质性研究，探讨分布式领导对高校教师组织公民行为影响的深层原因和动态过程，根据研究结果形成了相应的改进策略。 在量化研究中，向全国各类高校教师进行问卷调查，在正式调研阶段共收回502份有效问卷，采用SPSS 21.0和AMOS 24.0进行数据分析。对分布式领导和教师组织公民行为的结构进行研究发现，分布式领导由组织结构、领导支持、监督评估和决策文化四个维度组成；组织公民行为由组织忠诚、积极主动、利他行为和自我要求四个维度组成；中介变量分别为组织信任、满意度与组织承诺，这与本文质性研究结果也相互印证。对现状进行研究发现，分布式领导与高校教师组织公民行为均处于中等偏上水平；从分布式领导各维度看，组织结构得分最高，其次是领导支持和监督评估，决策文化的均值较低且标准差浮动范围大于其他维度；就态度变量来看，满意度与组织信任的均值相近，处于中等偏上水平，而组织承诺的均值相对较高且标准差浮动范围较小；在组织公民行为的四个维度中，自我要求维度的均值最高，利他行为和组织忠诚较高，积极主动的均值较低且标准差浮动范围大于其他维度。对不同特征的学术组织和不同类型的教师群体进行差异分析发现，分布式领导水平在不同类型高校和不同规模的学术机构中存在显著差异，组织公民行为在不同特征的教师群体中也存在显著差异。对分布式领导与教师组织公民行为的关系进行研究发现，分布式领导对高校教师组织公民行为有显著正向预测作用；在中介效应检验中，发现了三组显著的间接效应，表明在分布式领导与教师组织公民行为之间组织信任、满意度和组织承诺起着重要中介作用，量化研究结果也在质性分析中得到了印证，并在内容上有了进一步的丰富与充实。 在质性研究中，从动态发展的活动系统视角对分布式领导和组织公民行为的关系进行了探讨，探索了高校中的分布式领导对教师组织公民行为的影响机制， 质性研究丰富和拓展了量化研究结果的内涵，发现在分布式领导的不同阶段，各变量呈现不同的特征，其中的要素及其关系对教师心理及行为起着重要作用。随着情境的变化，组织成员的职责分工从相对固定逐渐发展到角色的动态更替，同时对其认知、心理与行为也产生了相应影响，全体成员分享领导力和共担责任，是个持续发展的过程。把这一过程置于动态活动体系中来考察，发现主体活动分布于目标、规范、工具等各因素的互动中，当分布式领导发展到文化的分布这一阶段，成熟的分布式领导与积极的组织公民行为在实践共同体中实现了统一。 就高校的实践来看，领导活动以知识为起点、以学术为核心理想、以实践互动为主线、以共同治理文化为特征，主体之间协同增效、权责共享，与特定的情境形成了一种相互制约、相互促进的关系，建议优化治理结构、为教师发展提供平台与机会、完善学术评价与激励机制、积极营造学习型组织文化，使高校教师组织公民行为从理性的付出、到积极的回报，最后实现共赢的发展，个人与组织才能在适应与挑战中生存并日臻卓越。

Universities have increasingly become complex organizations with multiple functions. In the fierce competition environment, it is urgent to improve organizational performance. Teachers' organizational behavior is of great significance to the realization of organizational goals. How to promote teachers' all-round development while improving organizational performance has become the focus of current education management. It is a general trend to explore diversified leadership models to promote the development of organizations. Distributed Leadership provides new ideas for University management. This research takes "the influence of distributed leadership on organizational citizenship behavior" as its theme. In the course of the research, it adopts the method of combining quantitative research with qualitative research, takes university teachers as its research object, combines the organizational characteristics of universities, defines relevant concepts, reviews relevant research, and on this basis establishes a theoretical analysis framework and conducts a questionnaire survey. At the same time, a qualitative study was carried out to explore the deep-seated causes and dynamic process of the influence of distributed leadership on organizational citizenship behavior of university teachers. Finally, according to the results of theoretical research, quantitative research and qualitative research, further discussion is made, and improvement strategies are put forward to form research results. In the quantitative research, 502 valid questionnaires were collected from all kinds of university teachers in China. SPSS 21.0 and AMOS 24.0 were used for data analysis. Research on the structure of distributed leadership and teachers' organizational citizenship behavior shows that distributed leadership consists of four dimensions: organizational structure, leadership support, supervision, and decision-making culture. Organizational citizenship behavior consists of organizational loyalty, initiative, altruistic behavior and self-demand. The mediating variables are trust, satisfaction and organizational commitment, and the quantitative results have also been confirmed in qualitative analysis and been further enriched and enriched in content. According to the research on the current situation, distributed leadership and organizational citizenship behavior of university teachers are at the upper middle level. From the perspective of distributed leadership, organizational structure scored the highest, followed by leadership support and supervision. The mean value of decision-making culture is lower and the standard deviation range is larger than other dimensions. From the perspective of attitude variables, the mean value of satisfaction and organizational trust is similar. The mean of organizational commitment is relatively high and the range of standard deviation is relatively small. Among the four dimensions of organizational citizenship behavior, the mean of self-demand dimension is the highest, altruistic behavior and organizational loyalty are higher, the mean of positive initiative is lower, and the range of standard deviation is larger than other dimensions. By analyzing the differences between academic organizations with different characteristics and different types of teacher groups, it is found that there are significant differences in the level of distributed leadership in different types of schools and academic institutions of different scales, and there are also significant differences in organizational citizenship behavior among teachers with different characteristics. The research on the relationship between distributed leadership and teachers' organizational citizenship behavior shows that distributed leadership has a significant positive predictive effect on teachers' organizational citizenship behavior in universities. In the test of mediation effect, three significant indirect effects were found. These indirect effects indicate that trust, satisfaction and organizational commitment play an important mediating role between distributed leadership and organizational citizenship behavior. This study explores the relationship between distributed leadership and organizational citizenship behavior from the perspective of activity system, explores the influence mechanism of distributed leadership on teachers' organizational citizenship behavior in universities, and effectively uses the quantitative research and qualitative research. The research results shows that in different stages of distributed leadership, the variables present different characteristics, and the elements and their relationships play an important role in teachers’ psychology and behavior. With the change of situation, the division of responsibilities of organizational members gradually develops from relative fixed to dynamic change of roles. At the same time, it also has a corresponding impact on their cognition, psychology and behavior. It is a process of sustainable development that all members share leadership and responsibility. This process is examined in a dynamic activity system. It is found that the main activities are distributed in the interaction of norms, tools, objectives and other factors. When distributed leadership develops to the stage of cultural distribution, mature distributed leadership and positive organizational citizenship behavior are unified in the practical community. As far as the practice of universities is concerned, leadership activities take knowledge as the starting point, academic as the core ideal, practice interaction as the main line, and co-governance culture as the characteristic.It is suggested to optimize the organizational structure, provide various support for teachers, pay attention to the characteristics of followers, improve the evaluation and incentive mechanism, and create an organizational culture of active participation, so that individuals and organizations can develop in challenges.