教师发展是一个贯穿教师整个职业生涯的连续、动态的过程，自主性是教师发展的本质，只有教师充分发挥自觉性和主动性，才可能获得持续有效的专业发展。教师自主发展是一种内源性发展模式，指向教师的自我更新和自我成长，强调专业发展过程中的主动性、自觉性和独立性。但这并不意味着教师自主发展不需要外部支持，特别是校长的支持，校长不仅是学校的管理者和领导者，还是教师专业发展的第一责任人，校长为教师自主发展提供的支持将在很大程度上影响教师的专业发展成效。但现有研究较为缺乏对教师自主发展现状及影响因素的研究，关于校长支持与教师自主发展关系的研究更是少之又少，因此本研究在梳理已有研究成果的基础上，结合前期访谈的结果，自编小学校长支持对教师自主发展影响情况的调查问卷，对北京市小学教师进行调查，旨在了解教师自主发展现状及校长支持现状的基础上，深入探讨北京市小学校长支持对教师自主发展的影响，以期为学校更好地规划教师发展，校长更好地支持和促进教师自主发展提供借鉴与参考。

     通过分析发现，第一，北京市小学教师自主发展水平是一个稳定的三维结构，主要包括自主发展意识、自主发展能力和自主发展行为；教师自主发展总体水平较高，但总体呈现出“意识先行，行动滞后”的现象；且教师自主发展水平在性别、任教学科、教龄、周课时数、第一学历、最高荣誉称号、学校所在地区和学校类型上存在显著差异。第二，聚类分析结果显示，小学教师自主发展水平被划分为三种类型，分别是“自主发展型”、“行动滞后型”、“被动发展型”，其中“行动滞后型”最多，占比约67%。第三，北京市小学教师知觉的校长支持水平是一个稳定的四维结构，主要包括资源支持、情感支持、专业支持和制度支持；教师知觉的校长支持总体水平较高，但资源支持稍显不足；且教师知觉的校长支持水平在不同任教学科、教龄、周课时数、第一学历和最高荣誉称号、学校所在地区和学校类型上存在显著差异。第四，聚类分析结果显示，小学教师知觉的校长支持水平被划分为四种类型，分别是“全面高支持型”、“高专业支持型”、“优先制度支持型”、“贫乏低支持型”，其中以“高专业支持型”为主，占比约53%。第五，校长支持水平对教师自主发展水平具有显著的正向影响，且影响率为32.3%，其中制度支持和情感支持对教师自主发展水平最具预测作用。此外，不同类型教师知觉的校长支持各维度对教师自主发展水平也具有显著正向影响。

     基于上述研究结果，笔者提出以下建议：首先，从区县角度来看，要增强对薄弱学校的扶持力度，促进校长专业化发展；其次，从学校或校长角度来看，要为教师提供全面有针对性的支持，提高教师自主发展水平；最后，从教师角度来看，应树立专业发展主体意识，自觉主动追求专业发展。

Teacher development is a continuous and dynamic process that throughout a teacher's career,and autonomy is the essence of teacher development.Only when teachers give full play to their consciousness and initiative can they achieve sustainable and effective professional development.Teachers' autonomy development is an endogenous development mode,which points to teachers' self-renewal and self-growth,and emphasizes the initiative,self-consciousness and independence in the process of professional development.However,this does not mean that the autonomy development of teachers does not need external support, especially from the principal’s support.The principal is not only the administrator and leader of the school, but also the first person responsible for the professional development of teachers.The support provided by the principal for the autonomy development of teachers will greatly affect the effectiveness of the professional development of teachers.But existing research is lack of research on teachers' autonomy development present situation and influence factors,research on relationship between the principal support and teachers' autonomy development are much rarer,therefore this study on the basis of existing research results and the early stage of the interview,editing the elementary school principal support impact on teachers' autonomy development situation of questionnaire,investigating primary school teachers in Beijing,was to understand the present situation of teachers' autonomy development and the principal support,and in-depth discussion of Beijing elementary school principals support influence on teachers' autonomy development,in order to planning and implementation of teacher development in school,and providing the reference for the principal to support and promote the teacher autonomy development.

Firstly,the level of autonomy development of primary teachers in Beijing is a stable three-dimensional structure,which mainly includes autonomy development consciousness,autonomy development ability and autonomy development behaviors.The overall level of teachers' autonomy development is high,but the phenomenon of "consciousness first, action lagging behind" appears on the whole.Moreover,there are significant differences in the level of teachers' autonomy development in gender,teaching discipline,teaching duration,number of hours per week,first degree,highest honorary title,school district and school type.Secondly,the results of cluster analysis shows that primary school teachers' autonomy development level is divided into three types:autonomy development,action lag and passive development, among which "action lag" is the most, accounting for about 67%.Thirdly,the perceived principal support level of primary school teachers in Beijing is a stable four-dimensional structure, which mainly includes:resource support,emotional support,professional support and institutional support.The general level of principal support of teachers perception is high,but the resource support is not enough.Moreover,the level of principal support of teachers perception is significantly differences in different teaching disciplines,teaching years,number of hours per week,first degree and highest honorary title,school district and school type.Fourthly,the results of cluster analysis shows that the perceived support level of primary school teachers is divided into four types:comprehensive high support,high professional support,priority institutional support and poor low support,among which "high professional support" is the dominant type,accounting for about 53%.Fifthly,the support level of principal has a significant positive influence on the level of teachers' autonomy development,and the influence rate is 32.3%.And institutional support and emotional support have the most predictive effect on the level of teachers' autonomy development.In addition,the principal support dimensions of different types of teacher perception also has a significant positive impact on the level of teachers' autonomy development.

Based on the above research results,the author puts forward the following suggestions:firstly,from the perspective of districts,they should strengthen the support to weak schools and promote the professional development of principals.Secondly,from the perspective of schools or principals,teachers should be provided with comprehensive and targeted support to improve their autonomy development level.Finally,from the point of view of teachers,they should establish the subject consciousness of professional development and pursue professional development consciously and actively.