教师建言行为是指教师提供建议以改善学校运作的行为，是教师参与学校治理的重要形式。学校要实现多元主体共治愿景、提升自身治理效能，就必须关注教师建言表现。既有研究基于资源保存理论、自我决定论等，已经探讨了个体、组织环境、社会文化等因素对企业、高校职工建言行为的影响，但是针对中小学校长领导影响及其作用机制的研究相对较少，将教师职业使命感纳入影响机制的研究更少。本研究探讨校长真实型领导对教师建言行为的影响，考察教师的组织信任、职业使命感在其中的作用，有助于校长加深对教师建言行为的认知，以从多角度出发，探索促进教师建言行为的举措。

研究问题包括：（1）中小学校长真实型领导、教师组织信任、教师职业使命感、教师建言行为表现如何？（2）校长真实型领导、教师组织信任、教师职业使命感、教师建言行为之间存在怎样的相关关系？（3）校长真实型领导、教师组织信任、教师职业使命感是否能够预测教师建言行为？（4） 教师组织信任与教师职业使命感在校长真实型领导和教师建言行为之间发挥怎样的作用？

本研究采用线上问卷收集数据，来自北京、广西、安徽6所公立中小学的375位教师填写了问卷。使用独立样本t检验、单因素方差分析、结构方程模型等方法对数据进行分析，结果表明：（1）中小学校长真实型领导、教师组织信任、教师职业使命感、教师建言行为整体水平较高；不同教师群体的建言行为表现存在差异，男教师比女教师建言行为水平高，教师建言水平随着执教学段的升高而明显降低。（2）校长真实型领导、教师组织信任、教师职业使命感、教师建言行为之间存在两两相关关系。（3）校长真实型领导、教师组织信任、教师职业使命感都能够正向预测教师建言行为。（4）教师组织信任与教师职业使命感在校长真实型领导与教师建言行为间分别发挥部分中介作用；教师组织信任与教师职业使命感在校长真实型领导与教师建言行为之间发挥链式中介作用，链式中介效应占总效应的5%。

基于此，本研究经讨论提出以下建议：（1）关注“沉默”教师群体的需求，引导教师发声。（2）营造开放、宽松的建言环境，加强学校组织信任建设。（3）注重培养、维护教师职业使命感，提升教师建言积极性。

Teachers’ voice behavior is important for teachers to participate in school governance. Based on resource conservation theory, self-determination theory and so forth, existing studies have explored the influence mechanism of various factors on organization members’ voice behavior, but there are less researches looking into primary and secondary school teachers than private company’s employees. In addition, fewer studies have taken teachers’ career calling into consideration. This study, detailed the research on the influence mechanism and explored the role of organizational trust and career calling. Questions are as follow: (1) How do principals’ authentic leadership, teachers’ organizational trust, career calling, and teachers’ voice behavior perform? (2) Are there correlations between the four variables? (3) Can authentic leadership, organizational trust, and career calling predict teachers’ voice behavior? (4) What kind of role do organizational trust and teachers’ career calling play between principals’ authentic leadership and teachers’ voice behavior?

375 teachers participated in this study. They’re from 6 public primary and secondary schools in Beijing, Guangxi, Anhui province. Independent sample t test, one-way ANOVA test and other methods were used to analyze the database. The results showed that: (1) The overall performance of principals’ authentic leadership, teachers’ organizational trust, teachers’ career calling and teachers’ voice behavior was good, yet specific groups of teachers tend to keep silent in school governance.Male teachers perform better than female teachers and the voice behavior tendency decreases significantly with the teaching period ascend. (2) There are correlations between the four variables. (3) Principals’ authentic leadership, organizational trust and teachers’ career calling can all positively predict teachers’ voice behavior. (4) Organizational trust and career calling play a partial mediating role between principals’ authentic leadership and teachers’ voice behavior respectively. Meanwhile,organizational trust and career calling play a chain mediating role between principals’ authentic leadership and teachers’ voice behavior, accounting for 5% of the total indirect effect.

Based on this, this study shines light into the following suggestions: (1) Pay attention to the needs of “silent” teachers, guide teachers to offer their opinions and participate in school governance. (2) Create an open and relaxed governance environment and strengthen of organizational trust so as to reduce the risks of teachers’ voice behavior. (3) Lay emphasis on maintaining and cultivating teachers’ career calling so as to promote teachers’ participation in making suggestions for schools.