每个人都是自己的领导者，个体运用自我领导力的相关策略，在具体的行动中不断促进、完善和重构自己的思想。肇始于西方的自我领导理论历经近三十年的持续发展，出现了大量的研究成果。在概念、内涵、研究方法、研究内容和研究对象不断丰富的背景下，本研究以W市中小学教师为样本，以教师专业发展为切入点，通过访谈、问卷、自传分析等混合研究方法，探寻教师自我领导力的内涵、结构、现状和影响因素等，寻求自我领导式教师专业发展策略。本研究认为，教师自我领导力是指教师以自我认识和职业认同为基础，以提高教育教学效率促进学生发展和自身发展为目标，整合内外各种资源的自我影响、自我完善和自我建构的能力。教师自我领导力是自我领导力在教师职业范畴中的价值体现，是一种矢量。研究基于已有的量表文献分析，通过教师访谈、问卷及教师工作遇到问题的语义分析，用测量学的方法编制形成有34个题项，由价值内化策略、工作意义感策略、目标导向策略、自我惩罚策略和自我激励策略5个因素构成的教师自我领导力量表。一定程度上验证了自我领导力的内部结构，也发现教师自我领导力独特的职业特点。通过W市703个样本的调查分析，研究发现：总体上，中小学教师自我领导力普遍较强，教师自我领导力在教师的性别、任教学科、学校类型上无显著性差异，教师自我领导力在教师的学校所处区域、工龄、学历和荣誉上存在显著性相关。研究进一步发现：1.在性别上，男教师较女教师在工作意义感上得分更高，并具有显著性差异，女教师较男教师更倾向于使用自我惩罚策略；2.不同任教学科教师与自我领导力及价值内化策略、目标导向策略、自我惩罚策略无显著性相关。在中小学被称之为副科的音体美、信息技术学科教师与被称为主科的语文、数学、外语学科教师在工作意义感策略和自我激励策略上存在显著性相关；3.不同学校区域与教师自我领导力存在显著性相关。城市、乡镇和农村教师自我领导力分值依次递减，在其它五个维度上同样体现出类似的结果；4.不同学校类型与教师自我领导力及相关维度均无显著性相关。初中学校教师自我领导力得分最高，高中次之，小学最低，呈现出倒V结构。在价值内化策略、工作意义感策略、目标导向策略和自我惩罚策略四个维度上，存在类似于教师自我领导力的分布结构，即初中学校教师得分最高、高中次之、小学最低的倒V结构。但在自我奖励策略的使用上，小学教师得分最高、初中次之、高中最低；5.不同工作年限教师与教师自我领导力、价值内化策略、目标导导向策略存在显著性相关。教师自我领导力得分最高的是工龄在20年以上，其次是10-20年、1-3年、最低是工龄在4-9年的教师，呈现出“对勾型”走势；6.不同学历教师在教师自我领导力上存在显著性差异，与工作意义感、自我激励策略存在显著性相关；7.不同职称教师在自我领导力及价值内化策略、工作意义感策略和目标导向策略等维度存在显著性正相关。在教师职务诸多类型中，教师自我领导力的分值各不一样，中学高级职称教师得分最高，其次是中学三级（小教二级），中学一级（小高），最低是中学二级（小教一级），呈现出V字形结构；8.不同荣誉教师在自我领导力及价值内化策略、工作意义感策略、目标导向策略和自我激励策略维度上均存在显著性相关，在自我惩罚策略维度上无显著性相关。在诸多学术荣誉中，市名师特级教师自我领导力得分最高，接下来依次是市三坛或县名师、县学科骨干、市学科骨干或县三坛，最低是普通教师。教师的学术荣誉越高，教师自我领导力及价值内化策略、工作意义感策略、目标导向策略、自我奖励策略也越高。教师自我领导力随教师学术荣誉水平的提高呈现爬坡式上升趋势；9.用线性回归路径发现：教师自我领导力=135.768+0.150×学术荣誉-0.130×学校区域。教师自我领导力可有效预测教师的学术荣誉和教师所在的学校区域。学术荣誉越高教师自我领导力越强，教师所在学校越偏离城市教师自我领导力越弱。通过对24位优秀中小学教师教育自传分析，进一步探讨教师自我领导力的影响因素和实践表现形式。研究认为：教师自我领导力是自我趋于完善的过程；教师自我领导力是教师的实践能力，体现出历史参与感、工作意义感和个体实践性等共性；教师自我领导力是教师意义追寻的过程；教师自我领导力受教师发展空间的影响；教师自我领导力受教师自主权的影响。最后，结合上述研究结果，从教育行政、学校组织、培训机构和教师个体四个角度提出自我领导提升的策略。

Each individual is his own leader. One can improve, refine and reconstruct his own ideology by using the relevant strategies of self-leadership. The research on self-leadership, stems from western academia, has a sustained development for almost three decades and a significant number of research outputs are available in literature. In the background of enrichment of concept, content, research method, research content and research object, this study study, takes W City as research sample and professional development of primary and secondary school teachers as incision point, uses interview, questionnaire, bibliography analysis all combined to explore the content, structure, current status and influencing factors, and to find strategies that helps self-leadership professional development of teachers.Self-leadership is, defined in this study, based on self-awareness and occupation identification. Its aim is to improve education efficiency and enhance students’ development and self-development of the educator. It integrates available resources into self-impact, self-completion and self-construction. Self-leadership of schoolteachers reflects the value of professionalism; it is a vector.This study is based on analysis of scaling table in existing literature, through interview, questionnaire and semantic analysis, uses metrology method to compile a self-leadership scaling table. The table has 34 questions and it consists of 5 factors: strategies on value of freedom internalization, sensation of significance of work, target direction, self-discipline and self-encouragement. The study has, to some extent, verified internal structure of and distinctive professional characteristics of self-leadership.The study has found, through investigating the 703 samples of W City, in general, teachers have strong self-leadership capabilities and it has no strong correlation with gender, subject, type of school but conspicuous difference with area, years of experience, educational background and number of awards.The study has also found: 1. Male teachers find their job more meaning for and the difference between genders on this fairly obvious. Female teachers are more prone to self-punishment strategy. 2. There is no strong correlation in teaching subjects with self-leadership and with value internalization strategy, target direction strategy and self-punishment strategy. There is no difference between minor subject teachers (music, visual art, information technology) and major subject teachers (Chinese, mathematics, foreign language) on sensation of occupation strategy and self-motivation strategy. 3. Self-leadership of teachers varies between urban and suburban areas. 4. There is no correlation between school type and teachers’ self-leadership. 5. There is a big difference on year of teaching experience in terms of self-leadership, value internalization strategy and target direction strategy. 6. Educational background has significant impact on self-leadership. 7. There is positive correlation between occupational rank and self-leadership. 8. There is positive correlation between award and self-leadership; no correlation with self-punishment strategy. 9. Self-leadership = 135.768+0.150×academica award-0.130×school location. Self-leadership of teachers can effectively predict academic achievement and school location. This research believes that self-leadership enhances self-completion. It is practical skill that represents historical sensation of involvement, sensation of significance of work and personal practicability. Self-leadership improvement strategies are suggested in the end of the thesis according to 4 aspects.