班主任是班级的直接管理者，班级氛围的形成与班主任领导作用的发挥有直接联系，好的班级氛围是学生健康成长和全面发展的保障。本研究通过问卷调查法和访谈法，收集30个样本班级的问卷数据和8位班主任的访谈资料，并运用描述统计、T检验、方差分析、相关分析和回归分析等技术主要探讨了初中班主任领导风格与班级氛围的关系，得出以下结论： 1.初中班主任领导风格在性别、年龄、学历、教龄、职称、班主任年限等部分个人背景变量上具有显著差异。 2.初中班主任的变革型领导风格体现最明显，交易型领导风格体现较明显，放任型领导风格体现不明显。 3.初中班级的凝聚力氛围和班主任氛围最好，文化氛围、班干部氛围、同学关系氛围和学习氛围较好，班级的纪律氛围较差。 4.初中班主任的变革型领导风格和交易型领导风格都与班级氛围显著正相关，放任型领导风格与班级氛围显著负相关。 5.初中班主任的变革型领导风格和交易型领导风格对班级氛围都有显著正向预测作用，放任型领导风格对班级氛围有显著负向预测作用。 6.初中班主任领导风格中的智力启迪和后效奖酬对班级氛围有显著正向预测作用。 基于上述结论，本研究从班主任自身和学校两个方面对班主任的领导作用的发挥提出若干建议。班主任层面从领导风格七个因素角度给出七方面建议：提升自身综合素质和专业能力、抓住契机激发学生内在动力、发展学生创新思维和问题解决能力等等。学校层面给出六个建议：加强学校文化引领、注重班主任培训实效、完善班主任评价方式、关注班主任实际需求、健全奖励激励制度以及做好班主任聘任工作。最后，对研究中存在的不足进行了反思，并对后续进一步研究提出了意见。

A homeroom teacher is the direct manager of the class, and the formation of the class atmosphere is directly related to the leading role of the homeroom teacher. A good class atmosphere is the guarantee for the healthy growth and all-round development of the students. With regards to the method of questionnaire and interview, the questionnaire data of 30 sample classes and the interview data of 8 homeroom teachers were collected, and the descriptive statistics, T-test and variance analysis, correlation analysis and regression analysis, etc. were used to mainly discuss the relationship between homeroom teacher’s leadership style and class atmosphere in junior high school, and the following conclusions are made: 1. The leadership style of homeroom teachers in junior high school has significant differences in some personal background variables, such as gender, age, academic background, teaching age, professional title, year of homeroom teacher and so on. 2. The transformational leadership style of homeroom teachers in junior high school is the most obvious, the transactional leadership style is more obvious, and the laissez-faire leadership style is not obvious. 3. The cohesion atmosphere of classes in junior high school and the atmosphere of homeroom teacher are the best, the culture atmosphere, the class cadre atmosphere, the classmate relations atmosphere and the study atmosphere are better, while the class discipline atmosphere is poor. 4. The transformational leadership style and transactional leadership style of homeroom teachers in junior high school are positively correlated with the class atmosphere, while the laissez-faire leadership style is negatively correlated with the class atmosphere. 5. The transformational leadership style and transactional leadership style of homeroom teachers in junior high school have a significant positive predictive effect on the class atmosphere, while the laissez-faire leadership style has a significant negative predictive effect on the class atmosphere. 6. The intellectual enlightenment and after-effect reward in the leadership style of homeroom teachers in junior high school have a significant positive predictive effect on the class atmosphere. On the basis of the above conclusions, some suggestions on how to play the leading role of the homeroom teacher from the aspects of the homeroom teacher himself and the school are put forward in the paper. At the level of the homeroom teacher, seven suggestions are given from the angle of seven factors of leadership style: that is, improve their comprehensive quality and professional ability, seize the opportunity to stimulate students' internal motivation, develop students' creative thinking and problem-solving capabilities, and so on. Six suggestions are given at the school level: strengthen the guidance of school culture, pay attention to the actual effect of homeroom teacher training, perfect the evaluation method of homeroom teacher, pay attention to the actual demand of homeroom teacher, perfect the incentive system and do a good job in the appointment of homeroom teacher. In the end, the shortcomings of the study are made an consideration, and suggestions for further research are put forward.