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題名:國小教師自我效能、班級經營策略與班級經營成效關係之研究
作者:郭明德
作者(外文):Ming-Der Guo
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:戴嘉南
張酒雄
學位類別:博士
出版日期:1999
主題關鍵詞:國小教師自我效能班級經營策略班級經營成效elementary schoolself-efficacyclassroom management strategyclassroom management effectiveness
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論文名稱:國小教師自我效能、班級經營策略與班級經營成效關係之研究
校(院)所組別:國立高雄師範大學教育學系 頁數:453
畢業時間及提要別:八十七學年度第二學期博士學位論文提要
研究生:郭明德 指導教授:戴嘉南 博士
張酒雄 博士
論文提要內容:
本研究旨在探討國小教師自我效能、班級經營策略與班級經營成效之關係,其主要研究目的如下:
一、瞭解國小教師師自我效能的情形及其影響因素。
二、分析不同自我效能類型教師之班級經營策略與班級經營成效。
三、探討運用不同班級經營策略教師之班級經營成效。
四、探究國小教師自我效能、班級經營策略與班級經營成效的關係。
五、探討教師自我效能各因素與班級經營策略各因素對班級經營成
效的聯合預測力。
六、瞭解國小教師對有關班級經營問題之看法。
七、根據研究結果,提出具體建議,作為教師、學校、師資培育機
構及教育行政當局的參考。
本研究採用文獻分析、問卷調查及晤談法,以臺南縣、市及高雄縣、市之公立國民小學五年級級任教師453人及其班上學生4530人為樣本;研究工具為自編的「國小教師班級經營知覺問卷」、「國小教師班級經營自我效能問卷」、「國小教師班級經營策略問卷」、「國語學業成就測驗」、「數學學業成就測驗」、「國小學生班級知覺問卷」及「國小教師班級經營晤談問卷」。而資料之分析與處理則採用多變項變異數分析、單因子變異數分析、二因子變異數分析、典型相關及逐步多元迴分析等方法。
本研究之結論如下:
一、國小教師「整體自我效能」得分屬於中等程度,但在「一般教
學效能」層面上偏低。
二、教師特質因素(性別、服務年資、情境知覺、學歷及專業訓練
等變項)是影響國小教師自我效能的重要因素。
三、學生特質之情境知覺變項對國小教師自我效能的影響力大於屬
性變項(家長社經地位);在教師自我效能各層面上,「高學習
表現」組顯著高於「中學習表現」組、「低學習表現」組。
四、教室情境之知覺變項對國小教師自我效能的影響力大於屬性變
項(班級大小);在教師自我效能各層面上,「師生關係良好」
組及「師生關係尚可」組均顯著高於「師生關係不好」組。
五、學校情境之知覺變項對國小教師自我效能的影響力大於屬性變
項(學校地區、學校規模);在教師自我效能各層面上,「學校
氣氛良好」組及「學校氣氛尚可」組均顯著高於「學校氣氛不
好」組。
六、社區情境知覺變項是教師自我效能的重要影響因素;社區情境
之知覺變項在自我效能各層面及整體效能上,「高關心」組均顯
著高於「中關心」組、「低關心」組。
七、教師特質、教室情境、學校情境、社區情境、學生特質等情境
知覺變項與教師自我效能有顯著的典型相關。
八、教師自我效能愈高,其班級經營策略愈優異、班級經營成效愈
好。
九、對「班級經營成效」的預測功能最佳的因素:「個人教學效能」、
「建立與維持常規策略」、「創造正向人際關係策略」、「教室紀
律管理效能」、「優異教學經營策略」及「滿足學生需求策略」 等
六項。
十、影響教師班級經營之重要因素:1.家長因素;2.上級行政人員
的介入;3.不良的制度;4.班級雜務過多;5.編班;6.社會風
氣等。
十一、中、高自我效能教師比低自我效能教師較熱愛教師工作;大
多數低自我效能教師想離開教師這行業。
十二、學生偏差行為的最大原因依序為「破碎的家庭」、「同儕的影
響」、「自由寬容的社會」,因此多數教師認為 「家庭外界環境
因素」對學生的影響力,大於「教師因素」。
十三、造成班級經營困擾的主要原因:「級務及行政工作負擔」、「
社會風氣不良的影響」、「教育當局的規定與要求不盡合理」。
十四、「班級經營」對級任教師而言,是一項「挑戰」:教師感受的
最大工作壓力來源:1.家長的壓力;2.行政主管過多的要求;
3.學生越來越難管教;4.教育政策的動盪不定等。全體受訪者
都想參加「班級經營的進修或研習」。
根據上述研究結論,提出下列建議:
壹、教師、學校方面
一、對女性教師應多加關懷與協助。
二、鼓勵資深、優異教師傳承班級經營經驗。
三、加強親師溝通。
貳、學校、教育行政主管方面
一、重視國小教師「一般自我效能」偏低現象。
二、增進教師對班級經營情境的正向知覺。
三、提昇教師的自我效能。
四、多舉辦班級經營策略研習,鼓勵教師在職進修。
五、行政主管應以「服務」代替行政監督。
六、重視單親家庭的教育協助與輔導。
七、設立班級經營工作坊,協助教師解決班級經營困擾,以增進班
級經營能力。
參、師資培育機構方面
一、廣闢「班級經營智能」的研習管道。
二、重新檢討「教育實習」有關的課程規劃。
肆、進一步研究的參考
一、在研究方向上,可於過程變項中,把學生自我效能及學生行為
列為研究重點。
二、在研究方法上,能在教師班級經營策略的變項上,選擇適當的
樣本,採用實地的教室觀察,以探究教師實際的班級經營策略
及學生行為的實際表現。
三、在研究變項上,可選用更多的指標如教師實際教學表現、師生
互動、學生行為... 等作為班級經營成效的具體指標,以窺班
級經營全貌。
四、在研究樣本上,可擴大研究範圍,把私立學校教師與學生納入
以作比較。
RELATIONSHIP OF TEACHER SELF-EFFICACY, CLASSROOM MANAGEMENT STRATEGY AND CLASSROOM MANAGEMENT EFFECTIVENESS IN ELEMENTARY SCHOOL
MING-DER GUO
ABSTRACT
The purposes of this study were to (1)understand the present self-efficacy and influential factor of elementary teachers’ self-efficacy.(2)explore the relationship among teacher self-efficacy, classroom management strategy and classroom management effectiveness.(3)examine the union predictive power among the three dimensions of teacher self-efficacy, the seven dimensions of classroom management strategy to their management effectiveness in classroom.
This study incorporated both quantitative and qualitative methodologies. The population was approximately 1817 public elementary teacher in the Tainan County, Tainan City, Kaohsiung County, Kaohsiung City, Taiwan, The Republic of China. Using the stratified random sampling method, the researcher selected 453 teachers and 4530 students in their classrooms.
For the collection of the data, the following instruments were used:Teachers’ Situated perception Scales In Classroom, Teachers’ Self-Efficacy Scales, Teacher Classroom Management Strategy Scales, Students’ Situated perception Scales In Classroom, Chinese Language Achievement Test, Mathematics Achievement Test, Interview Questionnaire, and the Personal Data Sheet.The Statistical methods used for this study were the Two-Way Manova,
One-Way Anova, Scheff’e multiple comparison, Canonical Correlation, and Stepwise Regression, Content Analysis was used to interpret interview data.
The conclusions of this study were stated as follows:
1. Elementary teachers were in lower General Teaching Efficacy.
2. Teachers’ character include:sex, years of teaching experiences, professional training and educational background, be important factor to influence teacher self-efficacy.
3. The situated perception variables of teachers’ character, students’ character, classroom situation, school situation, community situation, which had larger influences than attribute variables in teachers’ self-efficacy.
4. Variables of teachers’ character, students’ character, classroom situation, school situation and community situation were positive significantly canonical related to teachers’ self-efficacy.
5. Teachers’ self-efficacy showed statistically significant positive differences in their classroom management strategy, classroom management effectiveness.
6. Classroom management strategy showed statistically significant positive differences in their, classroom management effectiveness.
7. The powerful predictor of classroom management effectiveness were Personal Teaching Efficacy, The strategy of building and maintenance in classroom rules, The strategy which created positive interpersonal relationships in classroom, Discipline management efficacy in classroom, Teaching management strategy, Meeting students’ basic needs strategy.
8. The high self-efficacy teacher enthuse their occupation, but the low self-efficacy teacher would resign from their office.
9. The main cause that teachers feel embarrassed in classroom management were much administrative work in classroom, the influence of bad society, irrational demands from the chief of educational administration.
10.Teacher felt huge pressure from head of a family, much demands of the
chief of educational administration, students were hard to teach and
guide, unstable educational policy.
11.Classroom management a challenge to teachers .All interviewers would
attend in classroom management study.
Based on the results and conclusions, some suggestions and future research were proposed.
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