臺中市國民中學教師之學生人權認知與正向管教之相關研究

The Study on the Correlation between the cognition of Student Human Rights and Positive Discipline for Junior High School Teachers in Taichung County

呂珈誼(Lü JIA YI)

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(2012年)

摘要

本研究旨在瞭解臺中市國民中學教師之學生人權認知與正向管教。為達研究目的，根據文獻探討及相關實證之研究結果設計問卷，其研究對象為臺中市公立國民中學（不含私立、特殊學校）現職教師為研究對象，共計29所國中，獲得有效問卷686份。根據受試者填答的結果，以以「描述統計」、「t考驗」、「單因子變異數」、「pearson相關」、「多元迴歸」及「典型相關」等統計方法，進行資料分析。
根據分析結果，獲致以下結論：
一、臺中市國民中學教師學生人權認知程度良好，在「程序基本權」層面參與較佳。
二、臺中市國民中學教師正向管教知覺情形佳，在「合理的管教態度及措施」層面知覺度最高。
三、臺中市國民中學教師依其不同背景變項在學生人權認知之差異性分析，得到「性別」、「教育程度」、「師資培育背景」、「服務年資」、「擔任職務」、「知能研習」、「學校規模」、「學校所在區域」變項在教師學生人權認知整體或分向度皆有顯著差異存在。
四、臺中市國民中學教師依其不同背景變項在正向管教之差異性分析，得到「性別」、「師資培育背景」、「擔任職務」、「知能研習」、「學校規模」、「學校所在區域」變項在正向管教整體或分向度上皆有顯著差異存在。
五、臺中市國中教師學生人權認知與教師正向管教之間呈正相關，表示教師的學生人權認知程度越高，教師正向管教也愈佳。
六、根據迴歸分析得知臺中市國中教師學生人權認知對教師正向管教具有足夠的解釋力，檢定結果均達顯著水準，臺中市國中教師學生人權認知可解釋教師正向管教總變異量的55.8%％，其中以「平等權」、「人格發展權」、「程序基本權」較具解釋力。
七、臺中市國中教師學生人權認知與正向管教有典型相關。

關鍵字

教師之學生人權認知 ； 教師正向管教

並列摘要

This study aims to find out the extent of the junior high school teachers’ student human rights, the extent of the junior high school teachers’ positive discipline 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 in Taichung County, and 686 valid questuonnaires. According to the answers given by the respondents, date were analyzed by using descriptive statistic, t-test, one way ANOVA, and Pearson correlation and Multiple Stepwise Regression Analysis. Then the collected data were analyzed and discussed.
The major findings of this study were summarized as follows:
1.The junior high school teachers in Taichung County show the good cognition of student human rights with the highest satisfaction in “the basic rights of procedure.”
2.The junior high school teachers in Taichung County show high sense of positive discipline with the highest satisfaction in “the reasonable disciplinary manner and measures.”
3.The variance analysis of teachers’ cognition of student human rights shows that variables such as “gender” , “education” , “teachers background” , “working years” , “job title” , “study” , “school scale” , “school area” have significant differences in the teachers’ student human rights .
4.The variance analysis of teachers’ positive discipline shows that variables such as “gender” , “teachers background” , “job title” , “study” , “school scale” , “school area” have significant differences in the teachers’ positive discipline.
5.There is a positive correlation between teachers’ cognition of student human rights and teachers’ positive discipline, which means the better the teachers’ student human rights is, the better the teachers’ positive discipline is, and vice versa.
6.Simultaneous multiple regression indicates that teachers’ cognition of student human rights ample explanation to teachers’ positive discipline .All the aspects of teachers’ positive discipline account entirely for 55.8%％ of variance, and among them, “equal rights”, “the rights of personal development”, “the basic rights of procedure” has the greatest influence.
7.There is a canonical correlation between the junior high school teachers’ cognition of student human rights and positive discipline.

並列關鍵字

cognition of student human rights ； positive discipline

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