台中市國小教師自我能量管理與品格教育實施之相關研究

The Study of The Relationships Between Elementary School Teachers’ Self-energy Management in Taichung City and Implementation of Character Education

林衍志(Yan-Zhi Lin)

指導教授 ： 周素娥

國立臺中科技大學/商學院/企業管理系事業經營碩士班/碩士(2014年)

https://doi.org/10.6826/NUTC.2014.00081

摘要

近幾年來，品格教育已然成為全球教育的重大議題之ㄧ。在種種品格教育政策推動下，學校重視學生品格養成，此外，國小教師在教學活動及課程裡不斷融入品格教育議題，希望藉由品格培養，來塑造學生良好健全品格和價值觀。然而，面臨國內「少子化」狀況，家長高度重視孩子的教育和學習成效，面對家長壓力，國小教師有良好的自我能量管理，才能有充沛的個人能量，進而對品格教育實施有實質助益。 本研究以能量管理理論為研究基礎，衡量國小教師的自我能量管理，了解當前不同的國小教師自我能量管理的好壞，並找出國小教師自我能量管理、學校品格推行與品格教育實施策略之間的關係。 本研究以台中市國民小學教師為研究對象，發出450份問卷，回收率95.3 %，有效問卷為426份。以 SPSS18.0 進行資料分析探討，其研究結果如下： 一、不同個人背景變項對能量管理呈顯著相關，其中以年齡、最高學歷 和教學年資等三項背景變項有顯著差異。 二、教師能量管理對品格教育實施具顯著相關，有正向預測作用，其中以情 緒能量、精神能量最為顯著。 三、學校品格推行政策在教師能量管理對品格教育實施間具些微中介效果。

關鍵字

教師能量管理 ； 品格教育 ； 學校品格推行政策

並列摘要

In recent years, character education has already become one of the major issues in global education. Under the impetus of the various character education policies, schools emphasis attention on cultivating student character. In addition, elementary school teachers continue to integrate the issues of character education in their teaching activities and curricular. By cultivating of character education, people hope to shape students' to have good characters and values. However, this country has faced "low birth rate" status, parents attach great importance to their children's education and learning. Facing the parents’ pressure, elementary school teachers should have a good self-energy management ability. This study based on energy management theory, tries to measure elementary teachers’ self-energy management, to understand the different elementary teachers' self-energy management, and to find out the relationships among teacher’s self-energy management, the policies of pursuing character and the implementation of character education.

These sujects of the study were investigated by targeting elementary school teachers as samples. A total of 450 questionnaires were sent out with a 95.3% response rate. 426 valid samples were collected and analyzed. The results of the study are listed as follows:

First, teachers with different backgrounds tend to have different attitude toward self-energy management, in terms of their age, educational level and energy and teaching experiences.

Second, teachers’ self-energy management is significantly and highly related with the implementation of character education. Especially, teachers’ emotional energy management and spiritual energy management are significant predictors of the implementation of character education.

Third, the policies of school pursuing character education just have a slight effect as a mediator in the relationship between teachers’ self-energy management and the implementation of character education.

並列關鍵字

teachers’ energy management ； character education ； the policies of pursuing character of school

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