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按下教育的快門: 以成長型思維與自我效能感培養教師的心理韌性

李亦欣校長 / 臺北市中正區忠孝國民小學
陳清義主任 / 臺北市國民小學教學評量研究中心

摘要

本研究以教育現場的真實挑戰為背景，探討教師如何透過成長型思維與自我

效能感來培養心理韌性。文章首先藉由攝影課的比喻，揭示教育並非追求單一完

美成果，而是在不斷實作中修正與成長的歷程。接續說明成長型思維的理論基礎

及其對教師專業發展的影響，強調教師需視挑戰為學習契機，並營造支持學生成

長的教學環境。自我效能感則作為教師面對壓力與挫折的關鍵心理資源，能增強

其教學堅持力與職業投入感。文章並從教師增能、學校文化與政策制度三方面提

出實務策略，包括學習型觀課、情緒調節訓練、正向領導文化與制度性支持，建

構有利於教師心理韌性發展的生態系統。研究指出，唯有在支持性環境中，教師

方能在教育現場穩健前行，持續照亮學生的生命歷程。

關鍵詞：成長型思維、自我效能感、心理韌性、教師專業發展、教育支持系統

Abstract

This article explores how educators can cultivate psychological resilience by fostering
a growth mindset and a strong sense of self-efficacy, especially amid the complex

challenges of contemporary teaching. Inspired by a photography class metaphor, the
paper highlights that education is not about achieving perfection in a single attempt, but

rather a process of repeated trials, learning, and refinement. It delves into the theoretical
foundations of growth mindset, emphasizing its impact on teacher development and

classroom culture. Self-efficacy is presented as a crucial psychological resource that
enables teachers to persist through difficulties and maintain professional motivation.

Practical strategies are proposed at three levels—teacher development, school culture,
and policy systems—including reflective teaching tools, emotional regulation training,

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