A Study on Homeroom Teachers Personality Traits and Class Management Effectiveness at Tourism and Hospitality group of General and Vocational Senior High Schools in Taipei City
| Autor: | Chen,Chien-Hsin, 陳建欣 |
|---|---|
| Rok vydání: | 2017 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 105 The research aims to investigate the current situation of homeroom teachers personality traits and class management effectiveness among the tourism and hospitality group of general and vocational high schools in Taipei City, to discover the the difference of different variables of teacher’s for Personality Traits, and to further explore the relevance between varied personality traits and class management effectiveness. The study was conducted via self-structured questionnaire and subjects who had been homeroom teachers of tourism and hospitality group of general and vocational senior high schools in Taipei City. 286 questionnaries were distributed and 256 copies returned with effective recovery rate of 89.5%. Analyzing the received data by descriptive statistics, one-sample T-test, independent sample T-test,one-way Analysis of variance (ANOVA) and regression analysis, significacant results showed as followed: 1. “Personality taits” is high among study samples, and the score of “agreeableness” ranks the highest, along with “extraversion”、“conscientiousness” and “emotional stability,” the score of “openness” ranks the lowest. 2. “Class management effectiveness” is high among study samples, and the scores of “student-teacher interaction” ranks the highest, along with “teaching efficiency”、 “classroom atmosphere” and “parent-teacher relationship,” the score of “class regulations” ranks the lowest. 3. “Marital status” makes a remarkable difference in “openness” and “emotional stability” among the “personality traits” of the research subjects. In respect of “openness,” single teachers rank strikingly higher than married teachers; in respect of “emotional stability,” the outcome is opposite. 4. “Age” makes a remarkable difference in “agreeableness” and “emotional stability” among the “personality traits” of the research subjects. In respect of “agreeableness,” teachers aged 31-40 rank strikingly higher than those who aged 41-50; in respect of “emotional stability,” the outcome is opposite. 5. “Homeroom-teacher’s seniority” makes a remarkable difference in “agreeableness” 、“emotional stability” and “conscientiousness”among the “personality traits” of the research subjects. In respect of “agreeableness,” teachers with 6-10 years of experience rank strikingly higher than those with 11-15 years of experience; in respect of “emotional stability,” teachers with over 21 years of experience rank strikingly higher than those with 6-10 years of experience; in respect of “conscientiousness,” teachers with over 21 years of experience rank strikingly higher than those with less than 10 years of experience. 6. “Number of tourism and hospitality class” makes a remarkable difference among the “personality traits” of the research subjects. In general, teachers of schools with over 30 classes rank strikingly higher in “agreeableness” and “extraversion” than those of schools with less than 30 classes. 7. “Personality traits” makes a significant difference among the “class management effectiveness” of the research subjects. In respect of “overall class management effectiveness”, homeroom teachers with “emotional stability” rank strikingly higher than those with “extraversion.” In respect of “classroom atmosphere,” homeroom teachers with “conscientiousness” and “emotional stability” rank strikingly higher than those with “agreeableness.” In respect of “teaching efficiency,” homeroom teachers with “conscientiousness” and “emotional stability” rank strikingly higher than those with “extraversion.” In respect of “parent-teacher relationship,” homeroom teachers with “conscientiousness” rank strikingly higher than those with “extraversion.” |
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