國民小學教師正向領導對學生自尊影響之研究－以家庭結構為調節變項

A Study on the Relationships between the Teacher Positive Leadership and Students’ Self-esteem in Elementary Schools： Family Structure as Moderator

馬郁婷(Yu-Ting. Ma)

指導教授 ： 謝傳崇

國立清華大學/竹師教育學院/教育行政碩士在職專班/碩士(2017年)

摘要

教師與家庭在學生自尊的發展上扮演著重要角色，教師正向領導能提昇學生自尊，家庭結構對學生自尊也有相當大的影響力。本研究主要目的在瞭解國民小學教師正向領導與學生自尊現況，以及相異的家庭結構下教師正向領導對學生自尊影響情形。以桃園市、新竹縣、新竹市、苗栗縣之公立國民小學六年級學生為研究調查對象，總計發出1000份問卷，回收843份，回收率84.3%，其中有效問卷650份，可用率77.1%。問卷資料以統計套裝軟體 PASW Statistics (SPSS) 18.0中文版執行資料分析，統計方法包括描述性統計、雙因子變異數分析及多元迴歸分析。
本研究發現如下：一、學生對教師正向領導之現況具有高度知覺，以「營造正向的氣氛」最高，「善用正向的溝通」稍低。二、國民小學六年級學生自尊之現況具有中高度知覺，以「家庭自尊」最高，「生理自尊」最低。三、教師正向領導對學生自尊有直接效果。四、家庭結構對學生自尊有直接效果。五、教師正向領導、家庭結構能預測學生自尊。因此，本研究提供以下建議：一、教師應傾聽理解學生行為，促進良好的師生溝通。二、鼓勵學生多元發展，提昇學生理自尊。三、教師善用正向領導，營造正向的氣氛、正向的意義，以引導學生正向情緒，進而激發學生良好的學習表現。四、教師應關心學生的心理感受，增進單親、隔代家庭孩童的自尊。五、教師善用正向解讀、詮釋，增進教師的正向領導，並依據學生不同家庭背景，給予單親、隔代家庭孩童更多的關懷、支持，增進學生的自尊。

關鍵字：正向領導、自尊、家庭結構

關鍵字

正向領導 ； 自尊 ； 家庭結構

並列摘要

Teacher and family play an important role in the development of students’ self-esteem. Not only students’ self-esteem is promoted by teacher positive leadership, but it is greatly influenced by family structure. The purposes of this study are to understand the status quo of teacher positive leadership and students’ self-esteem in elementary schools and to investigate the influence of teacher positive leadership to students’ self-esteem under different family structure. The study adopted questionnaires and issued 1000 random sample of elementary school sixth graders’ among Taoyuan City, Hsinchu County, Hsinchu City and Miaoli County, with the return rate of 84.3% (843 copies) and the effective rate of 77.1% (650 copies). Through PASW Statistics (SPSS) 18.0, the researcher conducted statistical methodology including descriptive statistics, multiple regression analysis and two-way ANOVA.
Based on the analysis result, we can conclude as below:1.Students’ perceptions of teacher positive leadership are high. The construction of interactive atmosphere is the highest and the use of communication knowledge and ability is the lowest. 2.Students’ perceptions of self-esteem are high. Family self-esteem is the highest and physiological self-esteem is the lowest. 3.Students’ self-esteem is directly influenced by teacher positive leadership. 4.Students’ self-esteem is directly influenced by family structure. 5.Students’ self-esteem can be predicted through the investigation of teacher positive leadership and family structure.Then, the suggestions given by this study are listed as below:1.In order to keep well-communicated with students, teachers should listen and understand the students’ behavior. 2.Encouraging students for diverse development can promote students’ physiological self-esteem. 3.Teacher can utilize positive leadership, the construction of interactive atmosphere and the creation of positive meaning and value for guiding students to have positive emotions. Then, it can further stimulate students to have good learning performance. 4.In order to improve self-esteem of the students in one-parent family and grandparenting family, teachers should take more concern. 5.Teacher can utilize Interpretation for promoting teachers’ positive leadership. More care can promote the self-esteem of students in one-parent family and grandparenting family.

Keywords: positive leadership, self-esteem, family structure

並列關鍵字

positive leadership ； self-esteem ； family structure

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