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Abstract：
Enhancing teacher leadership is not only one of the approaches to improving teaching and learning, but it is also essential to the success of education reform. Based on leader-member exchange theory, 294 preschool teachers in China were surveyed, and a structural equation model was established to explore the relationship between the participating teachers\' principal leadership style, teacher leadership and psychological capital. The findings revealed a significant positive correlation between transformational and transactional leadership styles and preschool teacher leadership. The laissez-faire leadership style had no correlation with preschool teacher leadership. The transformational leadership style and transactional leadership style were significantly and positively correlated with psychological capital, while the laissez-faire leadership style was significantly and negatively correlated with psychological capital. The transformational leadership style can positively influence preschool teacher leadership directly and indirectly through psychological capital; and the transactional leadership style can only positively influence preschool teacher leadership indirectly through the mediating role of psychological capital. Preschool teachers\' leadership can neither be directly influenced by a laissez-faire leadership style nor be indirectly influenced through the mediating role of psychological capital.
摘要：
加强教师领导不仅是改善教与学的途径之一,但这对教育改革的成功也至关重要。基于领导者-成员交换理论，对中国294名幼儿教师进行了调查，并建立了结构方程模型，探讨了参与教师的校长领导风格之间的关系，教师领导力与心理资本。研究结果表明，变革型和交易型领导风格与幼儿教师领导之间存在显着正相关。自由放任的领导风格与幼儿教师领导无关。变革型领导风格和交易型领导风格与心理资本呈显著正相关,自由放任型领导风格与心理资本呈显著负相关。变革型领导风格可以通过心理资本直接和间接地对幼儿教师领导产生正向影响；而交易型领导风格只能通过心理资本的中介作用间接地对幼儿教师领导产生正向影响。幼儿教师的领导力既不能受到自由放任型领导方式的直接影响，也不能通过心理资本的中介作用间接影响。
