教學視導乃是改善教與學的重要關鍵。本文旨在分析正向教學視導的相關概念、正向教學視導與教師教學效能關係，以及運用正向教學視導提升教師教學效能之策略。研究結果發現，正向教學視導源自正向心理學，而建立融洽、目標形成、發掘能力與例外、工作進展、省思與回饋以及後續會談是正向教學視導的實施歷程；其次，正向教學視導與教師教學效能間具有關係存在；最後，本文提出教學輔導教師運用正向教學視導提升夥伴教師教學效能之策略包括：一、協同訂立延伸式之目標，指引賡續教學改善；二、善用夥伴教師優勢，促發正向能量以及效益；三、運用正向提問技巧，引導自我導向教學精進；四、激發夥伴教師省思回饋，強化教學輔導成效；五、結合共備、觀課與議課，落實正向視導功效；六、積極發展本土化模式，建構差異化正向視導。

Positive instructional supervision is the key to improve teaching and learning. The purpose of this study is to analyze the concepts of positive instructional supervision, correlation between positive instructional supervision and teaching effectiveness and exploring the strategy of how to utilize positive instructional supervision to enhance teaching effectiveness. Positive instructional supervision has its origin from positive psychology, which demonstrates the process of building rapport, goal formulation, fi nding competencies and exceptions, work progress, reflection and feedback, as well as followup session. In addition, correlation exists between positive instructional supervision and teaching effectiveness. The researchers propose strategies of how the mentor teachers use positive instructional supervision to enhance teaching effectiveness of mentees as follows: (1) Collaboratively establishing stretch goals and guiding continuously the improvement of teaching; (2) Making good use of the strengths of mentees to promote positive energy and results; (3) Using positive questioning skills to encourage self-directed teaching improvement; (4) Inspiring mentees to reflect and feedback to strengthen the mentoring effectiveness; (5) Combining collaborative lesson planning, lesson observing and discussions to improve effectiveness of positive instructional supervision; (6) Actively developing models specifi c to local communities and constructing differentiated positive supervision.