臺中市國小學童家長親師溝通媒介、溝通滿意度與親師關係感知之相關研究

本研究旨在探討臺中市國小學童家長在親師溝通媒介、溝通滿意度與親師關係感知之現況，分析家庭聯絡簿與即時通訊軟體LINE兩種媒介在溝通滿意度及親師關係感知上之差異情形，並進一步探討溝通滿意度與親師關係感知之相關情形與預測力。本研究採問卷調查法，以「親師溝通媒介滿意度與親師關係感知問卷」作為資料收集工具，並以臺中市國小學童家長為研究對象，採便利抽樣方式，回收有效樣本317份，依據問卷填答結果，以描述性統計、卡方檢定、獨立樣本t檢定、皮爾森績差相關及階層迴歸分析等方法進行資料的分析，並根據分析結果歸納出以下結論：一、家長背景對於親師溝通媒介使用上的差異表現在不同性別及學歷上，女性家長及低學歷家長更常使用即時通訊軟體LINE作為親師溝通的媒介。二、家庭聯絡簿與即時通訊軟體LINE在親師溝通滿意度各層面均達顯著差異，即時通訊軟體LINE在「溝通便利性」、「溝通氣氛」、「溝通有效性」及「整體溝通滿意度」皆高於家庭聯絡簿。三、家庭聯絡簿與即時通訊軟體LINE在家長親師關係感知上有部分達顯著差異，即時通訊軟體LINE在家長親師關係感知中的「關係」、「參與機會」及「整體感知」上高於家庭聯絡簿。四、親師溝通滿意度與親師關係感知有部分達顯著正相關，「溝通便利性」、「溝通氣氛」、「溝通有效性」及「整體溝通滿意度」愈高，家長在「關係」、「參與機會」、「功效」及「整體感知」愈好。五、親師溝通滿意度對親師關係感知有部分達顯著預測力，其中以「溝通有效性」對「關係」、「參與機會」、「功效」感知的預測力最高。

關鍵字

親師溝通媒介；溝通滿意度；親師關係

並列摘要

This study aims at exploring the current conditions of elementary school students’ parents in Taichung City in regard of parent-teacher communication media, communication satisfaction, and parent-teacher relationship perception. Differences between homebook and instant messaging LINE in regard of communication satisfaction and parent-teacher relationship perception were analyzed. Also, the correlation and predictive power of communication satisfaction and parent-teacher relationship perception were further probed into. By means of questionnaire survey method, “Questionnaire Survey of Communication Media satisfaction and Parent-Teacher Relationship Satisfaction of Elementary School Student’s Parents in Taichung City” was exerted as data collection tool. On the other hand, with Elementary School Student’s Parents in Taichung City exerted as the research subject, Convenient Sampling applied, we received 317 returned questionnaires. Then, based on the results of those questionnaires, data analysis was conducted through descriptive statistics, chi-square test, independent sample t-test, ANOVA, Pearson product-moment correlation analysis, and hierarchical regression analysis. Finally, the analysis results were generalized and led to the following conclusions: 1.Regarding differences in using parent-teacher communication media are shown in gender and education background. The female parents and those with low education use instant messaging LINE as parent-teacher communication media more frequently. 2.Both homebook and instant messaging LINE achieve significant difference. LINE is more satisfactory than homebook in respect of “Communication Convenience,” “Communication Atmosphere,” “Communication Effectiveness”, and “Overall Communication Satisfaction”. 3.Both homebook and instant messaging LINE achieve significant difference in Parent-Teacher Relationship Perception. LINE partially works better than homebook in regard of “Relationship,” “Opportunity,” and “Overall Perception.” 4.Parent-Teacher Communication Satisfaction and Parent-Teacher Relationship partially achieve positive correlation. That is to say, the better that “Communication Convenience,” “Communication Atmosphere,” “Communication Effectiveness”, and “Overall Communication Satisfaction” work, the better the perception of “Relationship,” “Opportunity,” and “Efficacy” will be. 5.Parent-Teacher Communication Satisfaction has significant predictive power for Parent-Teacher Relationship Perception. Among them, “Communication Effectiveness” has the highest predictive power for perception of “Relationship,” “Opportunity,” Efficacy.”