臺北市立國民中學導師班級經營信念與經營策略關係之研究

A Study on the Relationship of Homeroom Teachers' Classroom Management Beliefs and Classroom Management Strategies in Taipei City Junior High School

吳郁芬

指導教授 ： 游進年

國立臺灣師範大學/教育學院/教育學系/碩士(2013年)

摘要

本研究旨在探討臺北市立國民中學導師班級經營信念與經營策略的關係。主要研究目的如下：一、瞭解臺北市立國民中學導師班級經營信念的現況；二、瞭解臺北市立國民中學導師班級經營策略的現況；三、探討臺北市立國民中學不同背景導師班級經營信念與班級經營策略的差異程度；四、瞭解臺北市立國民中學導師班級經營信念與班級經營策略之關係；五、根據研究，提出具體建議，以供教育主管機關、學校行政單位與師資培育機構之參考。
為達上述研究目的，本研究以自編之「臺北市立國民中學導師班級經營信念暨經營策略」調查問卷為研究工具，研究對象以100學年度第二學期服務於臺北市立國民中學（不含私立與完全中學），且領有合格教師證書之導師為研究對象，共寄發824份正式問卷，回收有效問卷為501份，有效問卷回收率約為60.8%。
研究資料以統計軟體 SPSS 19.0 for Windows視窗版處理，採用敘述統計、獨立樣本 t檢定 、單因子變異數與皮爾遜積差相關等統計方法進行分析 。
依據上述文獻探討與研究資料分析結果，茲將研究結論歸納如下：
一、臺北市立國民中學導師班級經營信念多為人本傾向
二、臺北市立國民中學導師班級經營策略實施現況頗為良好
三、臺北市立國民中學導師班級經營信念與經營策略之間正相關
四、臺北市立國民中學不同背景導師在部分班級經營信念上有所差異
五、臺北市立國民中學不同背景導師在部分班級經營策略上有所差異
六、臺北市立國民中學不同班級經營信念程度之導師在整體及各層面的班級經營策略上有所差異
七、臺北市立國民中學導師班級經營信念以「開放領導」較為強烈；而「威權控制」則較為薄弱
八、臺北市立國民中學導師班級經營策略以「常規輔導」表現較佳；而「團體合作」則表現較差
依據上述研究結論，分別針對教育主管機關、學校行政單位、師資培育機構與未來相關研究提出參考建議。

關鍵字

班級經營信念 ； 班級經營策略

並列摘要

The study was aimed to investigate the relationship between the homeroom teachers’ classroom management beliefs and their strategies in municipal junior high school in Taipei. The main purposes of the study were as follows:
1. To understand the homeroom teachers’ classroom management beliefs for in municipal junior high school in Taipei.
2. To understand the homeroom teachers’ the classroom management strategies in municipal junior high school in Taipei.
3. To investigated the opinions and differences of municipal junior high school homeroom teachers with various background in Taipei about the classroom management beliefs and the
strategies.
4. To understand the relationship between the classroom management beliefs and the strategies for homeroom teachers in municipal junior high school in Taipei.
5. To present specific suggestions, based on the result, for education administration authority, junior high school ,and teacher training institution.
To achieve the research purposes, the study adopted self-designed survey questionnaire named “The Junior High School of Homeroom Teachers’ Classroom Management Beliefs and Management Strategies ”. To collect pertinent raw data, the subjects in the study were 824 homeroom teachers for the second semester of 100 academic year in municipal junior high schools in Taipei.
A total of 824 questionnaires were delivered, 501 were answered completely, and the return rate was about 60.8％. Data from questionnaires were analyzed by the statistical software SPSS 19.0 for Windows. Descriptive statistics, t-test, one-way ANOVA, and Pearson’s product-moment correlation were used in this research.
Based on the findings of this study, some conclusions are summarized as follows:
1.The homeroom teachers of municipal junior high school have classroom management beliefs.
2.The homeroom teachers of municipal junior high school have good classroom management strategies.
3.There is significant positive correlation between “Classroom management beliefs” and “Classroom management strategies”.
4.There is partially significant distinction of the classroom management beliefs according to
diverse personal background.
5.There is partially significant distinction of the classroom management strategies according to diverse personal background.
6.There is significant distinction for various degrees of classroom management beliefs between the partially and total classroom management strategies.
7.The highest level of classroom management beliefs is “Open-minded leadship belief”, and the lowest level is “Autocratic- Controlled belief”.
8.The highest level of classroom management strategies is “Routine counseling strategy”, and the lowest level is “Cooperation strategy”.
According to the conclusions of the study, some suggestions were provided for education administration authority, junior-high school, teacher training institution and further researchers .

並列關鍵字

classroom management beliefs ； classroom management strategies

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