桃園縣國民小學級任教師人格特質與輔導自我效能關係之研究

A Study on the Relationship between Homeroom Teachers’ Personality Traits and Their Guidance Self-Efficacy of the Elementary Schools in Taoyuan County

黃文瑄(Wen-Hsuan Huang)

指導教授 ： 杜淑芬

中原大學/人文與教育學院/教育研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400213

摘要

本研究旨在探討國民小級任教師人格特質與輔導自我效能之關係，以桃園縣為例，瞭解教師人格特質與輔導自我效能之現況，分析不同背景變項的教師對此二個變項之差異、相關及預測情形。本研究使用「國小級任教師人格特質量表」及「國小級任教師輔導自我效能量表」為研究工具。研究採問卷調查法，以分層叢集比例取樣與配額抽樣兩階段之方式，共抽取桃園縣24所公立國小296位教師為有效樣本。問卷所得資料處理以描述性統計、t考驗、單因子變異數分析、雪費事後考驗法、皮爾森積差相關以及多元逐步迴歸等統計方法進行資料分析。本研究結果如下：
一、桃園縣國民小學級任教師之人格特質屬中高程度，且最傾向「友善性」與「謹慎負責性」。
二、桃園縣國民小學級任教師之輔導自我效能屬中高程度，且對「班級經營與正向管教」與「師生關係」的知覺最高。
三、不同性別、年齡、婚姻狀況及服務年資之桃園縣國民小學級任教師在人格特質上具有顯著差異存在。而不同任教年段、教育程度、教育背景之國小級任教師在人格特質上則未達顯著的差異存在。
四、不同性別、年齡、婚姻狀況、任教年段、服務年資及教育背景之桃園縣國民小學級任教師在輔導自我效能上具有顯著差異存在。而不同教育程度之國小級任教師在輔導自我效能上則未達顯著的差異存在。
五、桃園縣國民小學級任教師人格特質與輔導自我效能有顯著正相關存在。
六、桃園縣國民小學級任教師人格特質之「謹慎負責性」及「友善性」可有效正向預測教師之輔導自我效能，其中「謹慎負責性」的預測力較高。
最後，根據本研究結果提出相關建議，以供國民小學級任教師、各國民小學，以及未來後續研究發展之參考。

關鍵字

輔導自我效能 ； 人格特質

並列摘要

This present study aimed to investigate the current situation, different background variables, correlations, and forecast among Taoyuan County’s elementray school homeroom teachers’ personality traits and their guidance self-efficacy. The instruments of this study are “the scale of personality traits” and “the scale of counseling self-efficacy ”. The study was conducted mainly by means of questionnaire survey. Two stages of sampling process, stratified cluster proportionl sampling and quota sampling, were applied and 296 valid samples from 24 elementary schools were collected. The survey data was then analyzed by using descriptive statistics analysis, t-test, one-way ANOVA, Scheffe’s method, Pearson product-moment and multiple regression analysis.
The main findings were listed as follows:
1. Elementray school homeroom teachers’ personality traits scored above the average. The most salient personality traits of the elementray school homeroom teachers were “Agreeableness” and “Conscientiousness” among five personality traits.
2. Elementray school homeroom teachers’ guidance self-efficacy scored above the average, and have the highest consciousness with“Classroom management and positive discipline” and“Teacher-student relationship”.
3. There were significant differences among elementray school homeroom teachers’ personality traits with regard to gender, age, marital status, years of service. However, no significant differences were found with respect to taught in grades, educational levels, and educational background.

4. There were significant differences among elementray school homeroom teachers’s guidance self-efficacy with regard to gender, age, marital status, taught in grades, years of service and educational background. However, no significant differences were found with respect to educational levels.
5. There were positively correlation between elementray school homeroom teachers’ personality traits and their guidance self-efficacy.
6. Elementray school homeroom teachers’ personality traits of “Agreeableness” and “Conscientiousness” can positive predict their guidance self-efficacy, and “Conscientiousness” was the best
Finally,based on the findings,suggestions for elementray school homeroom teachers , elementray schools and future research are provided.

並列關鍵字

guidance self-efficacy ； personality trait

參考文獻

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