國民中學導師時間管理之研究

A study on Junior High School Homeroom Teachers’ Time Management

郭清榮

指導教授 ： 吳清基

國立臺灣師範大學/教育學院/教育學系在職進修碩士班/博士(2002年)

摘要

本研究旨在探討我國國民中學導師時間管理的現況，以作為改進國民中學導師時間管理的參考，進而提昇教師的教學效能。具體言之，本研究的目的有下列四項：
（一）.探討國中導師的職責與時間管理的相關理論與研究；
（二）.瞭解國中導師時間管理的現況；
（三）.探討國中導師時間管理的策略運用；
（四）.提出結論與建議，做為國中導師時間管理的參考。
為達成上述目的，本研究編製「國民中學導師時間管理調查問卷」，以台灣地區二十一個縣市與台北市、高雄市兩個院轄市之國民中學導師為對象（不含私立學校、完全中學之國中部及籌備中之學校），抽取150所學校1000位國中導師實施問卷調查，回收率82.0﹪，可用率78.9﹪，所得資料加以統計分析。本研究另訪談北部地區十位國中導師，更深入瞭解國中導師「時間管理策略」之運用。
根據文獻分析、問卷調查與訪談研究結果，得到以下的主要研究發現：
在國中導師的時間管理策略之運用方面
（一）時間掌控
台灣地區國民中學導師，在時間掌握方面，只有中等的水準。
（二）時間規劃
台灣地區國民中學導師，在時間規劃方面，只有中等的水準。
（三）教學管理
台灣地區國民中學導師，在教學管理方面，達到中上的水準。
（四）溝通管理
台灣地區國民中學導師，在溝通管理方面，達到中上的水準。
（五）會議與文書
台灣地區國民中學導師，在會議與文書方面，只有中等的水準。
（六）班務管理
台灣地區國民中學導師，在班務管理方面，達到中上的水準。
（七）校務參與
台灣地區國民中學導師，在校務參與方面，相對偏低未達中等的水準。

根據研究結論，對「國民中學導師時間管理」，提出以下之建議：

一、對教育行政機關之建議
（一）建立與實施教師的分級制度，增進資淺導師對時間管理策略的運用
（二）減少非教學工作的干擾，強化導師工作效能的提昇
（三）落實教訓輔三合一的制度，增進導師輔導的效能
二、對學校之建議
（一）充實與改善教學的環境與設備，提供導師有利工作條件
（二）改變學校時間的規範模式，有利於教師未來的專業發展
（三）重視時間管理課程的研習，增進導師的附加價值
三、對國民中學導師之建議
（一）培養良好的時間管理能力，減輕工作壓力
（二）建立正確的時間管理觀念，豐富教學內涵
（三）增進個人資訊素養，運用現代科技於教學

關鍵字

國民中學導師 ； 時間 ； 時間管理

並列摘要

The gist about the research is to explore the present situations of junior high school homeroom teachers’ time management. The research is also a reference for them to improve their time management and promote their teaching efficiency. To be more concrete, the goals of this research have four points:
1. To discuss their duty and other relative theory of time management.
2. To realize the present situations of their time management.
3. To explore the strategies of their time management.
4. To offer conclusion and suggestion as a reference for them to manage their school time.
In order to achieve the goals mentioned above, I make the "The Questionnaire Of Junior High School Homeroom teachers’ Time Management." I take the junior high school homeroom teachers as samples, including 21 counties, both in Taipei and Kaoshiung (not including private schools, combined junior-senior high schools, and preparatory schools)and draw out 1000 teachers from 150 schools to take the questionnaire. The recycling rate of the questionnaire is 82.0% and the usable rate is 78.9%. Then I analyze all the information from the questionnaire. I also interview with 10 homeroom teachers in northern Taiwan for another research because I need to deeply understand their time management strategies.
According to the result of the reference, the questionnaire, and the interview, I come up with the following findings:
Junior high school homeroom teachers’ time management strategies:
(1) Time controlling:
Most teachers only have intermediate ability to control their time.
(2) Time arrangement:
They still have intermediate ability to arrange their time.
(3) Teaching management:
They have high-intermediate ability to manage their teaching.
(4) Communication management:
They also have high-intermediate ability to communicate with people.
(5) Meetings and documents:
They only have intermediate ability to participate in meetings and to make documents.
(6) Class management:
They have high-intermediate ability to handle their class business.
(7) School affairs participation:
They generally don’t have intermediate ability to take part in school affairs.
According to the conclusion of this research, I provide the following suggestions:
1. For educational administration institutions:
(1) To classify every teacher’s ability and establish a system for less-experienced teachers to improve their time management.
(2) To quiet the disturbance from the non-teaching work and promote teachers’ working efficiency.
(3) To carry out the system of academic affairs, student affairs, and counseling and promote homeroom teachers’ counseling efficiency.
2. For schools:
(1) To improve the teaching environment and supply enough teaching equipment for teachers to use.
(2) To change school time schedule for teachers to develop their future profession.
(3) To pay more attention to teachers’ time management course and multiply teachers’ additional value.
3. For junior high school homeroom teachers:
(1) To develop good ability in improving their time management and ease off their working pressure.
(2) To have right ideas and enrich their teaching.
(3) To enhance their equipment about information and make good use of modern technology for their teaching.

並列關鍵字

Junior High School Homeroom Teachers ； Time ； Time Management

參考文獻

胡穗鄂譯，David Fontana 著（1996）。時間管理。台北：

高建民（2002）。學校時間運用之研究：以完全中學為例。國立臺灣師大教育學系博士論文。

陳瑞惠（2000）。國民小學級任教師時間運用知個案研究。國立臺灣師大教育研究所碩士論文。

許明欽(1998)。國中校長時間管理之研究。國立臺灣師大教育研究所碩士論文。

Bond,M.J.,＆Feather,N.T.（1988）.Some correlates of structure and purpose in the use of time. Journal of personality and social psychology,55.