| Teacher authority is intrinsic to the nature of education,and it is the rightful role of teachers in realizing their responsibility to educate people and in their own growth.Although teacher authority has been questioned by many,there is no doubt about its value.From the perspective of the history of teachers’ professional development,novice teachers are in the early stages of professional development and need to establish teacher authority to ensure the orderly development of educational and teaching work.In reality,the prevalence of student-centeredness,misinterpretation of teacher authority,and novice teachers’ own limitations make them face many problems in the process of establishing teacher authority.It is worth exploring the real situation of establishing teacher authority for novice teachers,and then exploring the ways to optimize it.The paper uses a case study approach to select six novice elementary school teachers for the study.In particular,interviews and observations were used to gain insight into the novice teachers’ professional lives,to examine the dilemmas of authority building among novice elementary school teachers,to reveal the whole process of action taken by novice elementary school teachers to solve the dilemmas,and to evaluate the effectiveness of novice elementary school teachers in dealing with authority building problems.Based on this,the reasons for the novice teachers’ actions and results are explained in depth,and then the kind of teacher authority novice teachers should establish and how to establish teacher authority is reflected and reconstructed.The study found that most novice teachers believed that it was necessary to establish teacher authority,but that the modes of self-establishment varied from overwhelming and intimidating to firm and gentle and affable.Teachers also helped themselves to establish authority by consulting colleagues,self-study,and parent collaboration.In this process,teachers found models that fit their own needs and developed different conceptions of authority.Finally,each teacher evaluated the status of his or her own teacher authority building.Most of the teachers felt that their authority had been established,but some teachers still struggled with the inability to establish teacher authority due to the influence of student attitudes and teacher authority.In response,each teacher reflected on his or her own teaching ability,teacher-student relationships,and parent cooperation.Research has shown that measures of authority building for novice elementary teachers differ in the lower and upper grades.Due to the changing times,novice elementary teachers’ authority reflected both knowledge and personality.Novice teachers’ entry into the profession produced different ways of establishing teacher authority and outcomes because of their different concerns.The above results suggest that good teacher authority today is a way of interacting with students and others in a mutually understanding and trusting manner based on high intellectual skills and high moral qualities,with a multifaceted concept of coordination and cooperation,and gaining their sincere sense of trust,thus establishing the teacher’s own influence.Based on the above perceptions of authority,the study suggests that novice teachers need to establish teacher authority first by making their own efforts to strengthen their own teaching skills and moral cultivation,and by being strict with themselves to prevent misuse of teacher authority.Second,other parties should also assist teachers in establishing teacher authority.Schools should provide teachers with the necessary support and assistance,optimize the training system and evaluation methods,allow appropriate leeway for teachers to exert their authority,and monitor the exercise of teacher authority.Parents,for their part,should respect and understand teachers,actively participate in students’ growth,work with teachers to build a classroom family education body,and assist teachers in establishing good teacher authority. |
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