彰化縣國民中學教師終身學習關鍵能力與班級經營關係之研究

本研究旨在了解彰化縣國民中學教師終身學習關鍵能力與班級經營之現況，並分析其關係。採用文獻分析，探討彰化縣國民中學教師終身學習關鍵能力與班級經營之理論內涵，並據以編製「彰化縣國民中學教師終身學習關鍵能力與班級經營調查問卷」，進行資料的蒐集與分析研究。總計發出問卷680份，回收有效問卷632份，回收率為93%，所得問卷資料以SPSS12.0軟體，進行百分比、平均數、標準差、獨立樣本t檢定、單因子變異數分析、Scheffé 事後檢定、Pearson積差相關統計分析，獲得研究結論如下：一、彰化縣國中教師終身學習關鍵能力之現況良好，具中高程度。二、彰化縣國中教師班級經營之現況良好，具中高程度。三、不同背景變項的彰化縣國民中學教師以男性、30歲以下、研究所（含四十學分班）、教師兼主任、服務年資5年以內及學校規模為25-37班者，在終身學習關鍵能力上的表現較佳。四、不同背景變項的彰化縣國民中學教師，以女性、教師兼組長和專任教師及學校規模為25-37班者，在班級經營上的表現較佳。五、彰化縣國民中學教師的終身學習關鍵能力與班級經營有顯著正相關，亦即在終身學習關鍵能力之知覺程度愈高，則班級經營也愈佳。本研究最後根據以上結論，提出具體建議，以供教育行政機構、學校單位、國中教師及後續研究之參考。

關鍵字

終身學習關鍵能力；班級經營

並列摘要

The purpose of this study is to investigate the current condition of key competences for lifelong learning of junior high school teachers and classroom management in Changhua, as well as to examine the correlation between them. In order to probe into the purpose, reading and organizing literature is the first step. Then, means of questionnaires was adopted to collect data and research. The research tool used during this study is “Questionnaire of key competences for lifelong learning of junior high school teachers and classroom management”. There are total 632 effective samples out of 680 questionnaires which were collected in the survey. The effective rate is 93%. The collected data were processed by SPSS 12.0 for windows. With SPSS 12.0, the following questionnaire data were obtained: percentage, mean, standard deviation, independent sample t test, one-way ANOVA, Scheffé post hoc tests, Pearson product moment correlation analysis. The main results of this study are as the following: 1. The perception of key competences for lifelong learning of junior high school teachers in Changhua with high-intermediate level. 2. The perception of classroom management in Changhua junior high school teachers with high-intermediate level. 3. Different background variables in the male, under 30 years old,master’s degree,teacher and director, five years of teaching experience and those who are teaching in schools with 25 to 37 classes of junior high school teachers do better in the key competences for lifelong learning. 4. Different background variables in the female, teacher and group leader,specially appointed teacher and those who are teaching in schools with 25-37 classes of junior high school teachers so better in the classroom management. 5. There is significant positive correlation between key competences for lifelong learning and classroom management.Among junior high school teachers in Changhua, those who have better key competences for lifelong learning have better classroom management. Finally, based on the results of this research, some suggestions are offered for reference to education authorities, the junior high school , the junior high school teachers and future research.