國中啟智班導師對親師衝突歸因之調查研究

The study on attribution of parents-teachers confrontation on junior high school classes with mental retardation

邱政強(Cheng-Chiang Chiu)

指導教授 ： 林幸台

國立臺灣師範大學/教育學院/特殊教育學系在職進修碩士班/碩士(2004年)

摘要

本研究之目的在了解國中啟智班導師對親師歸因及相關因素的實際現況，分析教師在面臨親師衝突歸因時的歸因向度和情緒感受，以作為改善親師關係的參考。為了達成此目的，首先根據文獻加以探討，以了解親師衝突的基本概念、歸因的理論基礎及在衝突行為研究上的重要性，並介紹相關研究，以做為本研究的理論基礎及編製研究工具的依據。其次，除了私立完全中學(如光仁中學)、公立中學但教養院設班者之外之公立國中啟智班導師均為本研究之對象，共計針對270位國中啟智班導師進行施測，問卷調查其親師衝突的歸因後，以單因子變異數分析、皮爾遜積差相關、簡單迴歸分析來進行統計分析。
本研究根據研究主要發現，歸納研究結論如下：
(一)國中啟智班導師對各項「親師衝突歸因」看法：以「家長參與」得分最高(為中等程度，即「普通」)，「期望要求」得分最低。

(二)國中啟智班導師對親師衝突歸因隨背景變項不同而有部分差異：「一般地區」國中啟智班導師在面臨親師衝突時，其歸因「期望要求」的程度高於「偏遠地區」導師。

(三)「家長參與」和「期望要求」分別和「穩定」、「不可控」向度呈低度正相關。

(四) 「親師溝通」、「期望要求」、「責任義務」、「課業學習」和「負向情緒」呈顯著相關(低度正相關)。

(五)「可控/不可控」向度對「期望要求」具解釋力。

(六)「特教服務年資」、「可控/不可控」對「正向情緒」具解釋力；「教育程度」、「可控/不可控」對「負向情緒」具解釋力。

關鍵字

國中啟智班 ； 親師衝突 ； 歸因

並列摘要

This research examines the attribution of confrontation between the homeroom teachers with mental retardation and the parents in public junior high school,analysizing the causality dimension and emotional feeling of teachers who are in face of parent-teacher confrontation for the purpose of improving parent-teacher relationship. In order to achieve this purpose ,to begin with, I find the related literature to do a further study in order to realize the idea of parent-teacher confrontation、the basis of attributional theory and its importanceof research with respect to confrontation behavior, and according to connected research, I compile my own research tools. Secondly, I pick 270 public junior high school homeroom teachers to do the test except the the private complete high homeroom school teachers with mental retardation (ex: Kuang Jen senior high school)、the public junior high school class with mental retardationthat are established by Rehabilitation Facility .Questionnaires about the attribution for parent-teacher confrontation are analyzed by one-way ANOVA 、Pearson’s product-moment correlation coefficient and regression analysis.

Main Findings：
1. The parent-teacher confrontation attribution that the public junior high school homeroom teachers with mental retardation think about are inclusive of two：the max is「parent participation」,the min is 「responsibility and
demand」。
2. The parent-teacher confrontation attribution that the public junior high school homeroom teachers with mental retardation think about varied according to their background：the public junior high school homeroom teachers with mental retardation of The Other Area experience more 「responsibility and demand」attribution than that of The Romate Area.
3. 「Parent participation」and 「Iocus of control」were significantly related.；
「responsibility and demand」and 「external Iocus of control」were
significantly related.

4. 「Parent-teacher communication」,「responsibility and demand」,
「obligation」, 「academic performance」and 「negative emotion」were
significantly related.

5. 「Responsibility and demand」would be better predicted by 「external
/internal Iocus of control」
6. 「Positive emotion」would be better predicted by「special education tenure」、「external /internal Iocus of control」；「negative emotion」would be better predicted by 「education」、「external /internal Iocus of control」.

Finally, to bring up some concrete suggestions according to the study outcomes as references for the related laws, governmental institution of education, school administration, teachers who teaching students with mental retardation in the junior high school, and correlated study in the future.

並列關鍵字

junior high school classes with mental retardation ； parents-teachers confrontation ； attribution