| Summary: | 博士 === 國立政治大學 === 教育學系 === 106 === The main purpose of this study is to explore the relationships among principals' positive leadership, teachers' academic optimism, and teachers' professional development in public senior and vocational high schools. Furthermore, the analyses of the different effects of different background factors are also discussed. In addition, an interactive model was constructed and confirmed, and some research conclusions and suggestions were offered.
The research framework and theory were constructed after literature reviewing. A questionnaire entitled The Relationships Between Principals' Positive Leadership, Teachers' Academic Optimism, and Teachers' Professional Development in Public High Schools is applied to gather data from public high school teachers. The total of 526 questionnaires were received validly, which are chosen randomly from northern, central, southern, and eastern regions in Taiwan. The valid recovery rate is 64.54%. The data were analyzed in descriptive statistics, difference analysis, related analysis, predictive analysis and Structure Equation Modelling (SEM) by SPSS19 and AMOS24. The major findings of the research are as follows：
1.The overall perception of principals' positive leadership is moderately high.
2.The overall perception of teachers' academic optimism is moderately high.
3.The overall perception of teachers' professional development is moderately high.
4.There are significant differences in the principals' positive leadership, teachers' academic optimism, and teachers' professional development among teachers with different background variables.
5.There is a significantly positive correlation among the variables of principals' positive leadership, teachers' academic optimism, and teachers' professional development.
6.Both principals' positive leadership and teachers' academic optimism can predict teachers' professional development.
7.Teachers' academic optimism is the complete media for the relationship between principals' positive leadership and teachers' professional development.
8.The theoretic modeling among the principals' positive leadership, teachers' academic optimism, and teachers' professional development fits well.
Finally, according to the research results, the recommendations were given to provide references for educational administration authorities, schools, and future studies.
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