新竹市國民小學導師運用親師溝通媒介現況與滿意度之研究

本研究目的在瞭解新竹市國民小學導師運用親師溝通媒介的現況，比較導師背景變項於現況的影響，並分別探討溝通媒介、背景變項與溝通滿意度之間的差異情形。本研究以新竹市30所國民小學導師為對象，以自編的「新竹市國民小學導師運用親師溝通媒介現況與滿意度問卷」為研究工具，共發出320份，回收302份，回收率達94.38﹪，有效問卷263份，問卷可用率達82.19%。調查所得資料以SPSS22.0版統計套裝軟體進行描述性統計、卡方考驗、重複測量單因子變異數分析、t檢定、單因子變異數分析等統計方法處理，本研究發現如下：一、導師運用親師溝通媒介現況顯示：書面的使用頻率最高，而社群網站最低；無論是何種媒介，親師溝通時間都是以1-10分鐘最多；導師平日上班時最常使用面談與書面和家長溝通，使用電話與即時通訊軟體則無固定的聯絡時間；導師和家長討論學生的行為表現時，面談是最常使用的方式，而學生的身心狀況會用電話告知，傳達學校活動內容則多選擇書面、社群網站和即時通訊軟體等媒介。二、不同「性別」的導師，運用親師溝通媒介在「一週平均使用時間」及「與家長最常溝通的內容」達到顯著差異。三、不同「年齡」的導師，運用親師溝通媒介在「一週平均使用天數」及「與家長最常溝通的內容」達到顯著差異。四、不同「任教年段」的導師，運用親師溝通媒介在「一週平均使用天數」、「一週平均使用時間」、「與家長最常溝通的時機」及「與家長最常溝通的內容」皆達到顯著差異。五、導師運用不同溝通媒介時，在「溝通便利性」、「溝通氣氛」、「溝通成效」等構面及「整體溝通滿意度」皆達顯著差異。六、不同「性別」的導師，在「溝通成效」方面的滿意度有顯著差異；而「年齡」、「任教年段」等背景變項則無顯著差異。最後，根據研究結果提出建議，以供教育行政機關、國小導師及未來研究者參考。關鍵字：親師溝通、溝通媒介、溝通滿意度

關鍵字

親師溝通；溝通媒介；溝通滿意度

並列摘要

The purpose of this study was to understand the current situation of elementary school homeroom teachers using parent-teacher communication medias in Hsinchu City, to compare the influence of background variables on current situation, and to explore the differences between communication media, background variables and communication satisfaction respectively. The study was based on the homeroom teachers in 30 elementary schools in Hsinchu. The tools of this study were “A Survey of the Current Situation and Communication Satisfaction of Elementary School Homeroom Teachers Using Parent-Teacher Communication Medias in Hsinchu City” made by the author. There were 320 scales given out, and 302 valid ones were returned. The retrieved rate were 94.38%. There were 263 valid scales and the effective response rate were 82.19%. The data gathered was conducted by computer software SPSS version 22.0. The statistics methods used were descriptive statistics, chi-square test, one way repeated measure ANOVA, t test, and one-way ANOVA. The findings of this study are as follows： 1. About the current situation:Written contact logs were the most prevalent means of communication, whereas social networking sites were the least used. The time spent on communication was mostly 1–10 minutes, regardless of the means of contact. Homeroom teachers communicated with parents through interviews and contact logs during working hours, and no specific times were favored by the teachers when they wished to contact parents by telephone or using instant messaging. To discuss students’ behaviors and performance, the teachers most often chose face-to-face meetings with parents; to notify parents of students’ physical and mental condition, telephone communication was preferred; to inform parents of school activities, the teachers tended to leave messages on contact logs, social networking sites, and instant messaging groups. 2. Significant differences were determined in number of average contact duration, and most frequently discussed topic for homeroom teachers’ gender. 3. Significant differences were determined in number of contact days each week, and most frequently discussed topic for homeroom teachers’ age. 4. Significant differences were determined in number of contact days each week, average contact duration, most frequent time of contact, and most frequently discussed topic for homeroom teachers responsible for distinct grades. 5. Significant differences were discovered in the scores obtained for different contact medias regarding their convenience, atmosphere, effectiveness, and the degree to which they satisfied teachers. 6. Significant differences were discovered in communication effectiveness for homeroom teachers’ gender,but no obvious difference is found for homeroom teachers’ age and grade. Finally, the result of the study can make suggestions for education authorities ,elementary school homeroom teachers and future researchers. Keywords:parent-teacher communication,communication media, communication satisfaction