The Ethnic Research Of Teacher Authority

Teacher Authority, a heated issue in Educational Ethnics, has a powerful infection functioning as an important category of Educational Ethnics. A teacher, who must have a magnificent moral trait, abundant professional knowledge, exquisite teaching arts and truehearted thoughts and feelings, can win the acceptance and therefore establish his/her authority. Educational Authority, a necessary part of teacher's professional morals, combines itself with educational conscience, educational justice, and educational humanism. The so-called Educational Authority, generally speaking, refers to the moral credit existing in the social life of educational industry, especially the whole school education. Teacher Authority, in the narrow sense, refers to the respected moral reputation established in professional activities. Therefore, Educational Authority might as well be called Teacher Authority. The ingredients that affect Teacher Authority contain explicit cultivation, self-restraint, and social influence. These ingredients determine that teacher authority is characterized by internality, permanence, and fragility. Establishing teacher authority is the inevitable requirements of promoting the educational development, the bond of constructing harmonious teacher-student relationships, the guarantee of good educational effects, and the reflection of educational ethical spirits. With the development of science and technology nowadays, teacher authority has always been closely concerned and attached great importance to, but at the same time it has also received severe trials. In fact, the deficiency of teacher authority have been revealed the manifestation of educational utilitarianism, the teacher authority abuse, educational corruption, and educational injustice, and so on. The cause of the deficiency of teacher authority is the dim educational philosophy, the bondage of the traditional teacher authority, and the unsound management mechanism. In order to change the current situation of deficiency of teacher authority, we must enhance the construction of teacher authority both subjectively in morals, ability, emotion, and justice and objectively in establishing of respecting teachers and perfecting educational mechanism. In this thesis, interpretation method, documentation research method, comparison method, and the combination of theory and practice are used. Based on the combination of the teacher authority theories and research documentation, an entirely new exploration research related to the actual problems has been conducted concerning teacher authority from the perspective of Ethnics. This research reminds people of the importance of teacher authority through the analysis of teacher authority. What comes next is a method is to be found to solve teacher authority problems through the comprehensive analysis both subjectively and objectively.