Background: This paper re-conceptualizes issues related to teacher authority by integrating the constructivist (including social constructivist) and critical perspectives. The traditional perspectives perceive that teacher authority inhibits children's autonomy of learning. This perspective has been largely challenged by two groups of studies--the (social) constructivist perspectives and the critical perspectives. Aims or focus of discussion: We argue that either of the two challenges alone is important but not sufficient. We discuss these two perspectives respectively first and the integrating efforts are made after discussion. The studies adopting the (social) constructivist perspectives highlight that classroom authority should be shared between the teacher and children. The teacher exacts authority when the intention is to facilitate the child's construction of understanding; that is for learning significance. The studies adopting the critical perspectives focus more on empowering every child and making reciprocal relationship; this is for social significance. Arguments/comments/suggestions: In this paper, we re-conceptualize that the teacher should exact authority for the purposes of facilitation, freedom of intelligence, empowerment, equity, reciprocation. The definition of each and the classroom practical episodes will be provided to support the practical implementation of the re-conceptualized view. Conclusion: The concerns over the limited interpretation about teacher authority and suggestions to the future studies based on this re-conceptualization are discussed. The conclusion is consistent with Kauffman's reflective view (2008) to remark the importance of the critical interpretations any phenomenon or human interaction (such as teacher authority) from an ecological view with the enlarged purpose and impact. (Contains 2 figures and 1 table.)