“教师权威”是一个复杂的概念，它的效用受到多种因素的影响。该研究运用张日昇教授编制的《教师权威认知问卷》在XX小学四年级到六年级的学生群体当中展开调查，以学生的性别、年龄以及教师教授科目为主要因素，进行分析和讨论，致力于了解其现状，探索其中存在的规律。主要得到以下结论： （1）四到六年级的小学生总体上对教师权威的认知程度比较高；但在各因子上对教师权威的认知水平不同，由高到低依次为：“师德与知识”因子—“情感”因子—“规则”因子—“道德”因子—“个人生活”因子—“处理方法”因子。 （2）女生比男生更倾向于服从教师权威，且教师权威认知在性别上的差异是逐渐显现出来的。 （3）随着学生年龄的增长，其对教师权威的认知水平总体呈现出“高—低—更高”的形态。 （4）学生对数学教师权威的服从性较高，语文和英语之间的相对高低有细微差别，语文教师作为班主任没有在教师权威认知上表现出明显优势。 （5）教师权威在六大因子上普遍表现出显著的差异性，且相互之间相关性很高，相关程度为中等。

"Teacher authority" is a complex concept whose utility is influenced by a variety of factors. Our study was conducted among students from fourth grade to sixth grade in XX Primary School, using professor Zhang Risheng’s questionnaire of the teacher authority cognitive. The main factors discussed are students' gender and age, and the subjects the teachers are in charge of as well. By analyzing and discussing, we try to learn its status quo and explore the rules behind. Here are the main conclusions: (1)Primary school students in grades 4 through 6 are generally more cognizance of teacher authority; But in each factor of the teacher authority cognitive level, from high to low are: "virtue and knowledge" factor - "emotional" factor - "rules" factor - "moral" factor - "personal" factor - "treatment" factor. (2)Girls are more likely to obey the authority of the teachers than boys, and the differences in teacher's authoritative cognition are gradually revealed. (3)As students grow up, their cognitive level of teacher authority is generally "high - low - higher". (4)There is a high degree of obedience to the authority of the mathematics teachers. However, the difference between the Chinese teachers and English teachers is subtle. The Chinese teacher, as the head teacher, does not have a clear advantage in teachers' authoritative cognition. (5)Generally, the teachers' authority shows significant differences in the six factors, and the correlation is very high and the correlation is moderate.