教學視導乃是改善教與學重要的關鍵。本文旨在分析正向教學視導的意義、實施歷程、理論基礎、以及相關實徵研究。本文發現，正向教學視導主要建基於正向心理學，而正向關係、傾聽與正向提問技巧、發覺教師優勢、分析未來目標、找出解決策略等，都是正向教學視導的重要意義，其次，目標形成、發覺能力、工作進展、以及省思則是正向教學視導的主要實施歷程；另外，正向教學視導能提升被視導者之自我效能、目標達成、滿意度、能力及降低負向情緒。最後，本文根據研究結果提出未來實務推動與研究之建議：(1)透過研習培育，強化正向教學視導素養；(2)鼓勵籌組社群，建立正向視導學習平台；(3)結合公開授課，推動學校本位正向視導；(4)考量教師需求，發展差異化正向教學視導；(5)循序實務推動，精練正向視導實施歷程；(6)持續實證探究，驗證正向教學視導效果。

Instructional supervision was an important key to improve teaching and learning. This paper aimed to focus on the meaning, the theoretical basis, implementation procedure and the related empirical research regarding positive instructional supervision. The study first indicated that positive instructional supervision was grounded in positive psychology, and its core meanings referred to positive relationships, listening and positive questioning skills, finding teachers’ competencies, analyzing future goals, and finding strategies for solutions. Second, the main implementation process of positive instructional supervision included goal formulation, finding competencies, working on progress, and reflection. In addition, positive instructional supervision was able to improve those supervisees’ self-efficacy, goal attainments, satisfaction, capacity, and to reduce their negative emotions. Finally, the research suggested the following strategies for the future implementation and studies: (1) Strengthening positive instructional supervision competence through workshops; (2) encouraging the practice of learning communities and developing learning platform for positive instructional supervision; (3) promoting school-based positive instructional supervision via public instruction; (4) developing differentiated positive instructional supervision to meet individual teacher’s need; (5) nurturing step-by-step practice for positive instructional supervision and refining its implementation process; (6) continuing empirical inquires and research to manifest the effect of positive instructional supervision.