國民小學教師創新班級經營之研究

Autor: 蘇芳嬅, Su,Fang-Hua
Předmět:
Druh dokumentu: Text
Popis: 本研究旨在探討國民小學教師創新班級經營與班級經營效能之間的關係。主要研究目的有五：（一）瞭解國民小學教師創新班級經營及班級經營效能之內涵與現況。（二）瞭解國民小學教師不同背景變項於創新班級經營上之差異情形。（三）瞭解創新班級經營之得分低、中、高三組教師於班級經營效能得分之差異情形。（四）瞭解國民小學教師創新班級經營與班級經營效能之相關情形。（五）瞭解國民小學教師創新班級經營對班級經營效能之預測情形。 本研究採問卷調查法，以宜蘭縣、基隆市、臺北市、臺北縣及桃園縣等北區五縣市之公立國民小學教師為研究對象，使用「國民小學教師創新班級經營量表」及「國民小學教師班級經營效能量表」為研究工具，共計發出問卷1200份，回收875份，有效問卷865份，問卷可用率為72.08%。所蒐集資料以描述統計、ｔ考驗、單因子單變量及多變量變異數分析、皮爾森積差相關、典型相關及多元逐步迴歸等方法進行統計分析。本研究主要發現如下： 一、目前國民小學教師創新班級經營表現良好，以「重新思考」表現最佳，而「重新指派」表現相對較弱。 二、目前國民小學教師班級經營效能良好，以「教師教學效能」最佳，而「教室領導技巧」相對較弱。 三、教師人口變項與學校環境變項中，性別、年齡、服務年資、任教年級、學校所在地及學校規模在創新班級經營上有差異性存在；然而，最高學歷在創新班級經營上並未呈現差異性。 四、不同創新班級經營程度之國民小學教師於班級經營效能上具有差異性。 五、國民小學教師之創新班級經營與班級經營效能之間具有中度的正向關聯。 六、國民小學教師之創新班級經營與班級經營效能之間具有顯著的典型相關。 七、國民小學教師之創新班級經營對班級經營效能具有正向的預測作用；其中， 教師「重新定量」作為乃影響其班級經營效能之關鍵因素。 最後，根據上述研究結果提出具體建議，供教育行政機關、國民小學、國民小學教師，以及後續研究參考。
This study focused on the relationship between teacher’s innovation classroom management and classroom management effectiveness in the elementary school. The main purposes of this study include: 1. Investigating the concept and current circumstance of teacher’s innovation classroom management and classroom management effectiveness. 2. Investigating the differences within teacher’s innovation classroom management of various teacher’s demographic variables and school environment variables. 3. Investigating the differences within classroom management effectiveness of low, middle and high teacher’s innovation classroom management degree. 4. Investigating the correlation between teacher’s innovation classroom management and classroom management effectiveness. 5. Investigating the prediction of teacher’s innovation classroom management on classroom management effectiveness. The study was adopted by questionnaire survey method. The subjects were teachers from public elementary schools in Yi-Lang county, Kee-Lung city, Taipei city, Taipei county, and Tao-Yuang county. The researcher used“The innovation classroom management scale”and “The classroom management effectiveness scale” as instruments. The researcher distributed 1200 questionnaires, retrieved 875 ones, and obtained 865 valid ones. Therefore, the available rate of questionnaires was 72.08%. Acquired data were analyzed by statistical methods including descriptive statistics, t-test, one-way ANOVA, one-way MANOVA, Pearson’s product-moment correlation, canonical correlation, and stepwise multiple regression analysis. The main findings were found as follows: 1. The current circumstance of teacher’s innovation classroom management in the elementary school was good. It performed best at “rethink”, but by contrast poorly at “reassign”. 2. The current circumstance of teacher’s classroom management effectiveness in the elementary school was good. It performed best at “teaching effectiveness”, but by contrast poorly at “leadership skills”. 3. There existed significant differences among gender, age, seniority, teaching grade, school location, and school size for teacher’s innovation classroom management, but did not exist significant differences within academic background. 4. There existed significant differences among low, middle, and high-level teacher’s innovation classroom management for teacher’s classroom management effectiveness. 5. There was moderate positive correlation between teacher’s innovation classroom management and classroom management effectiveness. 6. There was a significant canonical correlation between teacher’s innovation classroom management and classroom management effectiveness. 7. Teacher’s innovation classroom management could positively predict classroom management effectiveness. Furthermore, the best predictor for classroom management effectiveness was “reduce”. Eventually, some constructive suggestions based on the results were proposed for the educational administration agencies, teacher education institutions, elementary schools, elementary school teachers, and further research.
Databáze: Networked Digital Library of Theses & Dissertations
Externí odkaz: