正向教育在國際已是一大主流，而臺灣對於正向教育的推動也逐漸步入正軌，因此，本研究主要探討臺灣國民小學教師知覺班級正向教育重要與實踐情形，並分析不同背景教師的異同，也探討教師知覺重要與實踐情形各層面的表現差異，同時進行重要－表現程度分析（Importance-Performance Analysis, IPA）。研究利用網路表單問卷做量化調查，獲得有效問卷405份。根據研究結果，歸納結論如下：一、國小教師都認可班級正向教育的重要性，且對六個層面同等重視；實踐情形表現良好，以「正向關係」相對較高、「正向健康」相對最低；二、不同職務、學校規模之國小教師知覺班級正向教育重要有顯著差異；不同年資、職務、學校地區之國小教師對正向教育之實踐情形有顯著差異；三、國小教師知覺班級正向教育重要與實踐情形間有落差，其中「優先改善」項目中以正向投入、正向健康為首要，次為正向情緒、正向成就；四、不同職務之國小教師知覺班級正向教育重要與實踐情形的差異有明顯不同，兼行政教師與科任教師主要分布於「過度實踐」、「次要改善」，級任教師主要分布於「繼續保持」、「優先改善」。

The implementation of positive education in the world has become the mainstream, and the promotion of positive education in Taiwan is gradually on the right track. Accordingly, this study aimed to study elementary school teachers’ perception of the importance and the implementation of positive education in elementary schools in Taiwan, to analyze how their perception was affected by their different backgrounds and how it was different in terms of the different levels of positive education, and to conduct IPA. The study used the online form questionnaire for a quantitative survey and obtained 405 valid questionnaires. The major findings are summarized as follows: 1. The importance of positive education was perceived by elementary school teachers to be highly valued, and all of the six levels of positive education were perceived to be equally valued. The implementation of positive education was perceived to be medium-high, with “positive relationship” being the highest and “positive health” being the lowest. 2. Elementary school teachers’ perception of the importance of positive education was significantly affected by their position and by the school size; their perception of the implementation of positive education was significantly affected by their seniority and position, and by school district. 3. A gap was found between the teachers’ perception of the importance, and their perception of the implementation, of positive education; of the six items listed under “priority improvement”, positive engagement and positive health were considered the most urgent, followed by positive emotions and positive achievements. 4. Differences were found in the importance and the implementation of positive education for primary school teachers with different positions. Part-time administrative teachers and subject teachers were mainly distributed in “excessive practice” and “secondary improvement”, while classroom teachers were mainly distributed in “continuous maintenance” and “priority improvement”.