权威是指得到普遍承认的组织、集团或者个人对一定的社会生活领域所起的影响。这种影响所产生的后果是，其他人在自己的生活和观点中服从或依赖于这个组织、集团或个人。从这种意义上说，权威是一种社会关系，这种社会关系保障人们的活动服从于社会确立的目标和规范和在一切社会形态中发挥作用。权威是学校生活的基本特征，它为学校管理者、教师和学生的合法控制奠定了基础。当学校管理者、教师和学生进入到学校组织后，他们便接受了正式的权威关系。教师权威界是指教师凭借国家、社会所赋予的教育权力及个人因素而产生的被认同、被尊重、被信任的教育影响力。表现为教育过程中教师对学生的控制和管理，学生对老师的依赖和服从。教师权威是教师对学生施加影响的载体，它是保证教育教学顺利有效进行的必要条件，是学校教育权威的集中体现，是学校领导和管理的重要组成部分。本研究想要探究从师范院校或其他高等院校毕业后获得教师从业资格，从事教师职业，尚未完全适应和胜任教育教学工作且教龄在3年及以下的新教师是如何学习并运用教师权威实施教育的。本研究选取北京市Y小学的新任教师严老师为研究对象，详细分析了以下几个问题：1.新任教师严老师遭遇了怎样的教师权威困境？2.她已有的教师权威认知和实践方式是怎样的？3.在解决困境的过程中，教师与组织、教师与学生、教师与家长之间发生了怎样的互动？上述这些互动对严老师运用教师权威实施教育产生了怎样的影响？本研究采取质的研究方法，通过参与式观察、访谈、实物分析等研究技术对新教师学习并运用教师权威实施教育的过程进行个案研究。本研究主要有以下发现：1.新教师的教师权威认知和实践特点包括：第一，重视具体事件，忽视常规管理；第二，重视教师身份，轻视管理技术；第三，一味寻求学生的理解和认可，忽视教师同事的建议。2.新教师学习教师权威运作机制的过程经历了与所处环境的互动、自我反思、模仿式的实践和有保留的确认四个环节。3.教师权威的运作机制具有三个特点：首先，新教师面对的低教育权威困境是教师群体的缩影；其次，维护成绩是教师权威运用机制的最终指向；再次，注重程序正义贯穿教师权威实施过程始终。

Authority refers to affect universally recognized organizations, groups or individuals in certain areas of social life played. The impact of the consequences that other people obey or rely on this organization, group or individual in their own lives and perspectives in. From this sense, the authority is a kind of social relations, social relations that guarantee people's activities subject to the objectives and established social norms and play a role in all social formations. Teacher is a teacher by virtue of the authority of community education and individual element of national power, conferred by society generated to be recognized, respected, trusted educational influence. The performance of teachers to students education process control and management, student teachers dependence and obedience. Teacher Authority is a carrier of teachers influence on students, it is necessary to ensure the smooth and effective conduct of education, is a concentrated expression of the authority of school education.This study want to explore teacher qualifications obtained after graduating from Normal University or other institutions of higher learning in the teaching profession, not yet fully adapted and qualified teaching work and teaching experience in 3 years or less of new teachers is how to learn and to use the authority of teachers the implementation of education. This study selected Y Beijing primary school teacher's strict new teachers for the study, detailed analysis of the following questions: 1. teacher strict teacher suffered a new kind of teacher authority predicament? 2. She has the knowledge and practices of teachers' authority is what? 3. In the process of solving the plight of teachers and organizations, teachers and students, between teachers and parents and what kind of interaction happen? These interactive use of the authority of teachers to implement strict teacher education had what effect?This study adopts qualitative research method, through participant observation, interviews, physical analysis and other research techniques to learn and apply new teachers the authority to implement the process of teacher education case study. This study has the following findings:1. New Teacher Teacher Authority cognitive and practical features include: first, the importance of specific events, ignoring conventional management; second, emphasis on teacher identity, despise management technology; and third, blindly seeking students' understanding and recognition, neglect teacher colleague recommendations.2. New teachers learn the operating mechanism of the authority of teachers has undergone the process of interaction with their environment, self-reflection, confirmed that four links imitative practice and have reservations.3. The operating mechanism of the authority of teachers has three characteristics: a microcosm of the plight of low education authorities first group of teachers in the face of new teachers; second is to maintain the authority of teachers use the results of the final point of the mechanism; focus again procedural justice throughout the implementation process is always the authority of teachers .