Building on findings from research designed to bring to description teachers’ own understandings of what it means to flourish in their work, the purpose of this paper is to show how principals and teacher–leaders in schools are agents capable of building developmental relationships and mentoring cultures that can orient and support teachers toward well-being.,This conceptual paper is anchored with findings from a multi-year qualitative research project that was designed using perspectives from positive organizational studies and positive psychology scholarship. The research methods encompassed collaborative and generative use of appreciative inquiry and strength-based research activities in school districts in both British Columbia and Saskatchewan, Canada. Data used to build this conceptual paper are from appreciative focus group conversations with teachers and principals over the course of two years. Conversations were recorded and transcribed. Transcripts were thematically analyzed using the research literature framing the study.,This paper offers four domains of inquiry and a model for flourishing schools that encourages principals and teacher–leaders to develop habits of mind and heart to build developmental relationships in ways that help both mentors and mentees to embody and enact positive, appreciative and generative ways of noticing, nurturing and sustaining the work of teaching and learning; all with aspiration to sustain and enhance the well-being of every member of the school community.,This paper offers conceptual models and storied descriptions that can aid mentors in noticing and nurturing more developmental relationship approaches to mentoring for well-being as opportunities to build mentoring relationships from appreciative and growth-based habits and approaches. As these relationships are built across the school, positive mentoring cultures may foster and grow in ways that promotes a flourishing-for-all approach to teaching and learning.,This paper contributes a different and complimentary perspective to research and practice on mentoring, offering a positive organizational perspective that highlights and promotes the perceived and evidenced benefits of deliberately focusing on what goes well and what provokes vitality in schools. The conceptual models in this paper offer tools for mentors and mentees to develop and foster in others appreciative and positive capacities for positive mentoring.

中文翻译：

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在学校蓬勃发展的指导：朝着欣赏行动的方向转移

基于旨在描述教师自己对工作蓬勃发展意义的理解的研究结果，本论文的目的是展示学校的校长和老师领导者如何能够建立发展关系和指导文化该概念文件以多年定性研究项目的发现为基础，该项目使用了积极的组织研究和积极的心理学奖学金的观点而设计。研究方法包括在不列颠哥伦比亚省和加拿大萨斯喀彻温省的学区中合作和有生成地使用欣赏性探究和基于力量的研究活动。用来构建此概念文件的数据来自两年来与教师和校长的欣赏性焦点小组对话。记录并转录谈话内容。笔录使用构成研究的研究文献进行了主题分析。，本文提供了四个研究领域和一个兴旺学校的模型，该模型鼓励校长和教师领导者养成思想和内心的习惯，以帮助双方导师的方式建立发展关系并指导学员体现和制定积极，欣赏和生成的方式来注意，培养和维持教学工作；所有人都渴望维持和增进学校社区每个成员的福祉。本文提供了概念模型和富有故事性的描述，可以帮助指导者注意和培养更多的发展关系方法来指导幸福，这是从鉴赏和基于成长的习惯和方法中建立指导关系的机会。由于这些关系是在学校中建立的，因此积极的指导文化可以通过促进蓬勃发展的全民教与学的方式来促进和发展。本文为指导研究和实践提供了不同而互为补充的观点，积极的组织观点，突出并促进了人们有意识地和有证据地证明的益处，即刻意关注行之有效的事物和激发学校活力的事物。