這是個創新變革的數據時代，不論是在經濟或社會互動上，都追求快速與新奇。但有一件事，它需要花費三年的時間，核心信念也是不變的，所以它不快也不新奇，那就是國中導師正向班級領導這件事。數據潮流帶來許多量化研究，然本研究採用訪談方式進行質性研究，邀請三位國中導師為研究對象，探討導師正向班級領導之實踐，分析並歸納正向領導落實在班務經營的領導信念與具體作為，期待為即將要邁入教育場域的新生代教師，提供班級領導的具體作法，並希望透過本文的交流和分享，與現職教師們激盪更多在教學上的反思與前瞻，為教學實務研究增添新能量。研究結果發現導師正向班級領導之信念在品德優先、發展優勢與找到個人價值；而其正向班級領導之行為展現在營造氣氛、善用溝通、促進關係與提升意義等面向。研究建議教師能發掘學生優勢長處，以展現自我價值；引導學生投入學習，以追求人生目標；秉持正向信念行為，以成就向陽模式。

It is a data era of innovation and change. Whether it is economic or social interaction, we will pursue speed and novelty. But there is one thing, it takes three years, and the core beliefs will not change, so it is neither novel nor fast, that is, the junior high school teachers' positive leadership. The data tide brings a lot of quantitative research, but this research uses interviews for qualitative research. Rooting on three homeroom teachers in a junior high school to explore the practice of teacher positive leadership, analyze and summarize the leadership beliefs and specific actions of the leaders in implementing the management of the class. We look forward to providing specific methods of leading classes for the new generation of teachers who are about to enter the education field, and hope that, through the exchange and sharing of this study, we could stir up more reflection and foresight in teaching with the current teachers, and add new energy to the research of teaching practice. The results of this study found that the teacher’s belief in positive leadership is that morality priority, advantage development and searching for personal value. The teacher’s action in the positive leadership is that creating a good atmosphere, making good use of communication, promoting relationships and enhancing meaning. This study suggests that teachers can help students identify their own strengths to show their self-worth, guide students to devote to studying to pursue life goals, and uphold positive beliefs and actions to achieve the positive mode.