導師人格特質、領導行為與班級氣氛關係之研究－以桃園縣S國民小學為例

本研究主要目的在瞭解導師人格特質、領導行為與班級氣氛之現況，探討導師人格特質、領導行為與班級氣氛的關係，並分析不同程度人格特質、領導行為的導師與班級氣氛的差異情形。本研究採用問卷調查法，以「教師人格特質、領導行為與班級氣氛之調查問卷」為研究工具，以桃園縣S國民小學四及六年級學生為受試對象進行研究，共得有效樣本478份，回收可用率為98%。問卷資料利用SPSS19統計軟體，進行信效度分析、描述性統計分析、皮爾森積差相關分析、單因子變異數分析及薛費檢定法，所得研究結論如下：一、國小導師具備良好的人格特質與領導行為二、國小班級氣氛屬於良好的中上程度三、國小導師人格特質越趨於正向，有助於良好的班級氣氛四、國小導師多運用轉化、互易領導行為，有助於良好的班級氣氛五、國小導師使用「啟迪關懷」的領導行為對班級氣氛的影響最大根據前述研究結論，提出具體建議，以供國小教師、教育行政機關以及未來後續研究之參考。

關鍵字

人格特質；領導行為；班級氣氛

並列摘要

The main purpose of the study is focus on the personality traits associated with the tutors, leadership behavior and classroom climate. This study used questionnaires to the tutors personality traits, leadership behavior and questionnaire classroom clim ate as a research tool, Taoyuan County “S Elementary School” fourth and sixth grade students as subjects to study, a total of valid samples 478 copies with an available recycling rate of 98%. Questionnaire data use SPSS19 statistical software, reliability and validity analysis, descriptive statistics analysis, Pearson correlation analysis, one-way ANOVA analysis and Scheffe΄ Method, the resulting conclusions are as follows : First, the homeroom teachers’ have a good mentor personality traits and leadership behavior. Second, the class atmosphere is good above the average. Third, the homeroom teachers’ has more positive personality traits are, the more helpful to guide a good class atmosphere. Fourth, the homeroom teachers’ multi-use of conversion, cross-leadership behavior contribute to a good classroom climate. Fifth, the homeroom teachers’ instructors use "inspirational & caring" leadership behaviors have greatest impact on classroom climate. According to the conclusions above, concrete suggestions are provided for elementary school teachers, educational administration authority and future studies.