创新是引领发展的第一动力，是国家富强和民族振兴的基础保证。百年大计，教育为本，教育大计，教师为本。《关于全面深化新时代教师队伍建设改革的意见》明确提出，要全面深化新时代教师队伍建设改革，培养人民满意的高素质专业化创新型教师队伍。改革创新能为教育发展提供强大动力，教育创新关键在教师的创新，提高教师创新行为，有利于提高教育质量，培养更多的创新型人才。

本文从解释水平理论的视角出发，使用问卷调查的方法，探索愿景型领导对教师创新行为的影响机制，以及工作意义的中介作用。解释水平是指个体建构或理解事物的方式。解释水平较高时，个体倾向于进行抽象层面的建构，更加关注价值层面，如“为什么进行创新”；而解释水平较低时，个体倾向于进行具体层面的建构，更加关注可行性层面，如“怎样进行创新”。已有研究表明，高解释水平可以提升个体创造力。

本研究认为，愿景型领导能够从外部层面促进个体内部解释水平的提升，愿景型领导通过向下属传递组织的未来目标或价值观，提高教师的解释水平，从而促进教师创新行为。工作意义是个体根据自己的价值标准来衡量工作的价值与意义，具有较强工作意义感的个体更加认同工作的价值和目的，会采取积极的行动以促进个人工作目标和自我价值的实现，是个体内部解释水平高的一种体现。研究结果表明，愿景型领导能够正向预测教师创新行为，而且工作意义在愿景型领导和教师创新行为之间的关系中起中介作用。

本研究丰富了愿景型领导和教师创新行为相关研究，将工作意义作为中介变量，拓展了工作意义感的积极效应的研究，丰富了愿景型领导与创新行为之间潜在作用机制的研究。同时学校管理者可以结合学校管理和教师发展的实际，从个体认知的视角切入对教师解释水平进行操控，提高教师的工作意义感，从而促进创新行为的发生。

Innovation is the first driving force for leading development，and is the foundation for national prosperity and revitalization. A hundred-year plan, education- based, education plan, teacher- based. The “Opinions on Comprehensively Deepening the Reform of the Construction of the New Era Teacher Team ” clearly stated that it is necessary to comprehensively deepen the reform of the construction of the new era teacher team and cultivate a team of high-quality professional and innovative teachers that are satisfied by the people. Reform and innovation can provide a strong impetus for educational development. The key to educational innovation lies in teachers’ innovation. Improving teachers’ innovative behavior is conducive to improving the quality of education and cultivating more innovative talents.

This paper starts from the construal level theory and uses the method of questionnaire survey to explore the influence mechanism of visionary leadership on teachers' innovative behavior and the mediating role of work meaning. Construal level refers to the way an individual constructs or understands things. When the construal level is high, the individual tends to construct at an abstract level and pay more attention to the value level, such as “why innovate”; when the construal level is low, the individual tends to construct at a concrete level and pay more attention to the feasibility level, such as "how to innovate". Studies have shown that a high construal level can enhance individual creativity.

This study believes that visionary leadership can promote the improvement of the individual’s internal construal level from the external level, and that visionary leadership improves the construal level of teachers by passing on the future goals or values of the organization to subordinates, thereby promoting teachers' innovative behavior. The meaning of work is that individuals measure the value and meaning of work according to their own value standards. Individuals with a strong sense of work sense are more aware of the value and purpose of work, and will take active actions to promote the realization of personal work goals and self-worth. A manifestation of a high level of internal construal within the individual. The research results show that visionary leadership can positively predict teachers’ innovation behavior, and the meaning of work plays an intermediary role in the relationship between visionary leadership and teachers’ innovation behavior.

Through the research of this article, we have enriched the research on vision-based leadership and teachers’ innovative behaviors, used the meaning of work as an intermediary variable, expanded the research on the positive effects of the sense of working meaning, and enriched the research on the potential mechanism of action between vision-based leadership and innovative behaviors. At the same time, school administrators can combine the reality of school management and teacher development, and manipulate the interpretation level of teachers from the perspective of individual cognition, improve teachers' sense of work meaning, and promote the occurrence of innovative behaviors.