臺北市高中職軍訓教官人格特質與師生互動關係之研究

A Study on Personality Traits and Teacher-Student Interactions of Senior High and Vocational High Schools， Military Instructors in Taipei

夏秀珠(Shiu-Chu Hsia)

指導教授 ： 林淑珍

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2008年)

https://doi.org/10.6841/NTUT.2008.00006

摘要

本研究旨在瞭解臺北市高中職軍訓教官人格特質與師生互動之現況，及探討不同背景變項之軍訓教官人格特質之差異情形，並進一步探究不同人格特質的軍訓教官與師生互動關係之差異情形及其相關。
本研究採問卷調查法，以96學年度第二學期仍在臺北市高中職擔任軍訓教官為研究對象，樣本數為臺北市438位軍訓教官，共發出438份問卷，回收有效問卷394份，有效回收率89.95％。研究工具為自編之「臺北市高中職軍訓教官人格特質與師生互動關係之調查問卷」，將施測後所得資料以描述統計、獨立樣本t檢定、單因子變異數分析、事後比較、皮爾森積差相關等統計方法加以分析，結論如下：
一、臺北市高中職軍訓教官皆具有顯著的人格特質，多偏向「親和性」，其次為「嚴謹自律性」。
二、不同的個人背景變項之婚姻、職務、進修狀況在人格特質的表現上，並無顯著差異。
三、不同的背景變項之性別、年齡、任教官年資、學歷在人格特質的表現上，有顯著差異。
四、臺北市高中職男性軍訓教官「親和性」人格特質顯著高於女性軍訓教官；女性軍訓教官「神經質性」人格特質顯著高於男性軍訓教官。
五、臺北市高中職軍訓教官「36-40歲」、任教官年資「11-15年」之軍訓教官具嚴謹自律性人格特質。
六、臺北市高中職軍訓教官擁有軍事研究班、指參學歷之軍訓教官的「經驗開放性」顯著高於軍事大學畢業之軍訓教官。一般大學畢業之軍訓教官之「神經質性」顯著高於軍事大學畢業之軍訓教官。
七、不同人格特質之軍訓教官與師生互動關係，因教官對人格特質知覺程度高低不同而有顯著差異。
八、臺北市高中職軍訓教官人格特質與師生互動關係具顯著正相關。

關鍵字

軍訓教官 ； 人格特質 ； 師生互動

並列摘要

The purpose of this research is to understand the present situation of personality traits and teacher-student interactions of senior high and vocational high schools’ military instructors, discuss the differences of different variables of military instructors’ personality traits, and further explore the differences and relationships of different personality traits’ military instructors and teacher-student interaction.
The research population of the questionnaire investigation is the military instructors worked in senior high and vocational high schools in Taipei City in the second semester of academic year 2007; the samples are 438 military instructors, sent 438 questionnaires and received 394 effective questionnaires, the effective response rate is 89.95%. The research tool is self-edited “The Questionnaire of Personality Traits and Teacher-Student Interaction of Senior High and Vocational High Schools’ Military Instructors in Taipei”, and analyzed the received data by descriptive statistics, independent sample T-test, one-way ANOVA, post-comparisons, and Pearson product-moment correlation; the conclusions are as below:

1.The military instructors of senior high and vocational high schools in Taipei City all possess the significant personal traits, mostly close to “agreeableness”, and close to “conscientiousness” in the second place.
2.There is no significant difference on the personality traits’ performances between different variables of personal backgrounds in marriage, job positions, and attending advanced study.
3.There are significant differences on the personality traits’ performances between different variables of gender, age, the period of military instructor service, and education background.
4.The “agreeableness” personality trait of the male military instructors is significantly higher than the female military instructors in senior high and vocational high schools in Taipei City; the female military instructors have higher personality trait in “nervousness” than male military instructors.
5.The military instructors of “36-40 years old” and the period of military instructor service in “11-15 years” possess the personality trait of conscientiousness.
6.The military instructors who have military graduate school and command-sergeant education are significantly in higher “openness to experience” than who graduated in military universities. The military instructors who graduated in normal universities are significantly in higher in “nervousness” than who graduated in military universities.
7.There are significant differences between different personality traits’ military instructors and teacher-student interaction because military instructors have different perception of personality traits.
8.There is a significant positive-correlation between personality traits and teacher-student interaction of senior high and vocational high schools’ military instructors in Taipei City.

並列關鍵字

Military Instructor ； Personality Traits ； Teacher-Student Interaction

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