A Study Of The Relationship Between Junior High School Teachers＇Positive Discipline and Class Management Effectiveness: New Taipei City as an Example
| Autor: | I-PIN CHANG, 張一品 |
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| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 The purpose of this study was to understand the current situation of junior high school tutors’ positive discipline and class management effectiveness in New Taipei City. It also aimed at analyzing the differences of tutors’ perception on tutors’ positive discipline and class management effectiveness from various personal background variables. Finally, the relationship and prediction between tutors’ positive discipline and class management effectiveness were explored. This research method is mainly a questionnaire survey. Stratified Random Sampling method was adapted to sample 576 tutors from 37 junior high schools in New Taipei City and 560 of them are considered valid, which is 97.4﹪. With the application of software of SPSS 18.0 for windows, the sampling is analyzed by descriptive statistics analysis, independent sample t test, one-way ANOVA, Pearson correlation analysis and multiple regression analysis by enter method. Conclusions obtained in this study are as in the followings: 1. The current situation of junior high school tutors’ perception in New Taipei City of tutors’ positive discipline was “above average”, especially in “complete support system” and the dimensions of “complete support system” is lower. 2. The current situation of junior high school tutors’ perception in New Taipei City of Class management effectiveness was “medium”, especially in “class climate” and the dimensions of “class environmental planning” is lower. 3. When 51 years of age, more than 21 years seniority, school size 49 or more classes was higher perception of positive discipline for New Taipei City junior tutors. 4. When 51 years of age, more than 21 years seniority, school size 49 or more classes was higher perception of class management effectiveness for New Taipei City junior tutors. 5. There is lower significant positive correlation between tutors’ positive discipline and class management effectiveness. 6. “Perfect support system” in tutors’ positive discipline has more significant prediction power on class management effectiveness as a whole. According to the above research conclusions, the suggestions are proposed to be used as reference by teacher education introduction, educational administrated institutions, schools, tutors, and researchers in the future. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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