The Influence Of Service-oriented Leadership Style On Middle School Teachers’ Voice Behavior

At present,the process of intelligence and digitalization is accelerating,and all walks of life increasingly rely on data and information.The management mode of leadership decision-making and teachers listening to orders is not conducive to the long-term development of schools.In order to stimulate the endogenous vitality of schools and achieve sustainable development,schools need to change the leadership style of leaders to mobilize the subjective initiative of middle school teachers,gather wisdom and strength of all parties,and jointly offer suggestions for promoting the healthy development of schools.Therefore,this paper selects middle school teachers from public schools to explore the internal relationship and influence path between service-oriented leadership and voice behavior.The change of leadership style will cause the change of individual attitude and behavior of middle school teachers,but this influence process is not immediate.Individual psychological cognition plays an important role in the relationship between leadership style and teacher behavior,which is a key link between the two.This paper takes "leadership style--psychological cognition--teacher behavior" as the main line of research,takes social information processing theory as the theoretical basis,takes middle school teachers’ insider identity cognition as the intermediate variable,and explores the internal mechanism between service-oriented leadership and voice behavior.In addition,the influence of psychological cognition on teachers’ behavior varies with the degree of positive emotion,and individuals are easily affected by internal and external factors when processing information in social situations.This study takes positive emotion as the moderating variable to explore the moderating effect of positive emotion in this study.In this paper,the literature method is adopted to systematically comb the existing mature studies on relevant variables,and based on the social information processing theory,the mutual relationship between variables is analyzed based on the local background.A total of 322 valid questionnaires were obtained through online collection.SPSS26.0 software was used for data analysis and hypothesis testing of the valid questionnaires,and the following conclusions were drawn: First,service-oriented leadership style positively affects the voice behavior of middle school teachers;Second,insider’s identity cognition plays an intermediary role between service-oriented leadership style and teachers’ voice behavior.Service-oriented leadership style positively influences insider’s identity cognition,and insider’s identity cognition has a significant positive impact on teachers’ voice behavior.Thirdly,positive emotion plays a moderating role between insider’s identity cognition and middle school teachers’ voice behavior.In addition,based on the empirical analysis results and research conclusions,this paper discusses the following suggestions to enhance the enthusiasm of teachers’ voice behavior from the practical level: First,cultivate the motivation of service and enhance the willingness of teachers’ voice behavior.Schools should pay attention to the needs of teachers and stimulate their own intrinsic motivation in the process of service.In addition,improve the assessment mechanism,raise the entry threshold,recruit people with high-level service concept,and enhance the willingness of teachers to voice behavior.Secondly,we should strengthen the cognition of teacher insider identity by taking people as the foundation.Schools should narrow the power distance between superiors and subordinates and promote the spiritual communication between leaders and teachers.Teachers should also start from themselves and form a two-way integration with schools.Third,improve the dynamic follow-up of positive emotion,maintain the dynamic balance of teachers’ emotional state,and promote the implementation of teachers’ voice behavior.Fourth,make good use of positive feedback and smooth voice behavior channels.Including setting up typical demonstration and using positive feedback to encourage teachers’ voice behavior;Through improving the incentive mechanism and broadening the channels of voice behavior to stimulate the effectiveness of teachers’ voice behavior.Figure [4] table [13] reference [96]...