班級領導之新議題－教師學術樂觀及其啟示

New Issue of Classroom Leadership: Teachers' Academic Optimism and Its Implication

曾若玫(Jo-Mei Tseng) ； 范熾文(Chih-Win Fan)

《學校行政》 107期 (2017/01) Pp. 152-164

https://doi.org/10.3966/160683002017010107008

摘要

隨著全球經濟發展與科技快速進步，各種教育改革都強調學校教師要提升班級經營之效能。本文主旨在分析教師學術樂觀概念並提出對班級經營之啟示。教師學術樂觀概念是發展於正向心理學基礎，強調自我效能、信任關係與學術重視三大層面。在教育場域之中，教師學術樂觀概念不僅是教育新興議題，也是符合學生學習之需求。在實踐教師學術樂觀導師歷程，班級導師需要扮演願景建構、創新經營、文化發揚與課程發展之多重角色。

關鍵字

教師學術樂觀 ； 班級經營

並列摘要

The growing competition in international economy, the constant advancement of information technology and the drive toward globalization have been prompting all the school teacher in the world to improve the efficiency of public class management. Teacher academic optimism evolved from general work on positive psychology. The construct is multidimensional with three important and related facets: self-efficacy, trust, and academic emphasis. This paper examines the concept and its implication of teachers' academic optimism in basic education. In the educational setting, the teacher academic optimism has become an emerging topic, which is considerably to not only advance teachers' professional growth, but also meet the student educational demand. In the process of implementing academic optimism, school teachers may act as a visionary, innovator, cultural creator, curriculum developer for classroom management.

並列關鍵字

teachers' academic optimism ； classroom management

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