國中教師專業成長與管教行為關係之研究

A Study of the Relationship Between Teacher Professional growth and Teachers’ disciplining behavior in Junior High Schools.

陳音汝(Yin-Ju Chen)

指導教授 ： 曾永清

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2010年)

摘要

本研究旨在瞭解目前國民中學教師專業成長及國民中學教師管教行為之現況，並探討教師專業成長與教師管教行為之關係。主要採問卷調查方式實施，以臺北縣、市國中教師為對象，根據文獻探討及相關實證之研究結果設計問卷，並進行問卷調查，最後將調查結果加以統計分析與討論。
本研究結果發現如下幾點：
一、 國民中學教師專業成長整體良好，在「學生輔導」層面得分最高。
二、 國民中學教師管教行為整體良好，在「管教態度」層面得分最高。
三、 國民中學教師專業成長依其背景變項不同之差異性分析上，不同「性別」、「年齡」、「專業背景」、「服務年資」、「擔任職務」等變項在教師專業成長或向度有顯著差異存在。
四、 國民中學教師管教行為依其背景變項不同之差異性分析上，不同「性別」、「年齡」、「專業背景」、「服務年資」、「擔任職務」、「學校所在地」等變項在教師管教行為或向度有顯著差異存在。
五、 國中教師專業成長整體與教師管教行為整體之間呈正相關，教師專業成長情形越好，管教行為也愈正向。
六、 根據迴歸分析得知國中教師專業成長對教師管教行為具有足夠的解釋力，檢定結果均達顯著水準，國中教師專業成長整體可解釋教師管教行為變異量的51.6％，其中以「專業知能」、「人際關係」、「學生輔導」較具解釋力。

關鍵字

教師專業成長 ； 管教行為

並列摘要

This study aims to find out the extent of the junior high school teacher professional growth , the extent of the junior high school teachers’ disciplining behavior and the relation between these two. The study is conducted with questionnaires designed based on literature review and related empirical studies. The questionnaires were distributed to the junior high school teachers Taipei County. Then the collected data were analyzed and discussed.
The major findings of this study were summarized as follows:
1. The junior high school teachers show high teacher professional with the highest satisfaction in “student guidance.”
2. The junior high school teachers show high disciplining behavior with the highest sense of efficacy in “discipline attitude.”
3. The variance analysis of teacher professional growth shows that variables such as “sex”, “age”, “background”, “seniority”, “post” have significant differences in the teachers professional growth.
4. The variance analysis of teachers’ disciplining behavior shows that variables such as “sex”, “age”, “background”, “seniority”, “post”, “location of school”, have significant differences in the teachers’ disciplining behavior.
5. There is a positive correlation between teacher professional growth and teachers’ disciplining behavior, which means the better the teacher professional growth is, the better the teachers’ disciplining behavior is, and vice versa.
6. Simultaneous multiple regression indicates that teacher professional growth has ample explanation to teachers’ disciplining behavior. All the aspects of teacher professional growth account entirely for 51.6% of variance, and among them, “Professional knowledge”, “Interpersonal communication”, “Student guidance” has the greatest influence.

並列關鍵字

Teacher professional growth ； Teachers’ disciplining behavior

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