| 英文摘要 |
This study aims to investigate the current status and interrelationship of elementary school teacher positive leadership, student academic optimism and student well-being. Questionnaire survey was used as the primary research method in this study. Structural Equation Modeling was adopted in order to verify the linear relationships between teacher positive leadership, student academic optimism, and student well-being. Questionnaires pertaining to the above three variables were developed by the researchers, and administered to a sample of six-graders from selected elementary schools. There were 822 returned questionnaires with valid responses, completed by 49.6% male and 50.4% female six-graders. The results show that students perceptions of teacher positive leadership, student academic optimism and student well-being are high, and that there are significant positive correlations among the three variables. While students’ perceptions of teacher positive leadership has significant direct effect on student well-being, the effect is greatly enhanced in extent and in magnitude when mediated by student academic optimism. This study suggests that to improve student’s well-being, especially through increased student academic optimism, teacher positive leadership should be widely practiced. |
