以不同親師溝通方式，探討班級經營效能之研究

本研究主要目的在探討國小班級導師對於使用不同親師溝通方式與班級經營效能的關聯程度。本研究採用問卷調查法，受試對象為台灣北部地區公立國民小學班級導師，以便利取樣方式，進行「不同親師溝通方式與班級經營效能」問卷調查，共得有效問卷樣本170份。問卷所得資料以Windows for SPSS22.0版統計套裝軟體進行描述性統計、t檢定 (t-test)、交叉分析(cross analysis)、單因子變異數分析(one-way-ANOVA)與皮爾遜積差相關(Pearson Product-moment Correlation)統計方法處理，加以分析討論，歸納出以下結論：一、女性班級導師的班級經營效能優於男性班級導師。二、低年級班級導師在班級經營效能「學習環境規劃」層面優於高年級導師。三、不同任教年段的班級導師在知覺班級經營效能之「學生學習成效」層面中，低年級學生的學習成效優於中年級和高年級的學習成效。四、一週使用天數中，「聯絡簿」、「電話」與班級經營效能六個層面達顯著相關。五、一週使用時間中，「聯絡簿」、「面談」的親師溝通方式與班級經營效能六個層面達顯著相關。六、親師溝通時機中，「面談」的親師溝通方式在班級經營效能之「學習環境規劃」、「班級互動氣氛」、「親師互動關係」層面達顯著相關。七、親師溝通內容中，以「聯絡簿」、「面談」的親師溝通方式與班級經營效能「學習環境規劃」、「教師教學品質」層面達顯著相關。最後根據研究結果提出建議，供國小教師及未來研究者參考。

關鍵字

親師溝通；溝通方式；班級經營效能

並列摘要

The purpose of this study was to explore elementary school homeroom teachers using the degree of association between different types of parent-teacher communication and their classroom management effectiveness. This study used convenience sampling method to gather data. The tool of this study was using “different types of parent-teacher communication and the classroom management effectiveness” in the survey. The study was based on the homeroom teachers in public elementary schools which located in north area of Taiwan and 170 valid questionnaires were collected. The collected data were analyzed by descriptive statics, t-test, cross analysis, one way ANOVA and Pearson Product-moment correlation with statistical software-SPSS 22.0 version. The key findings and conclusions of this study are as followings: 1.The female elementary school homeroom teachers have better classroom management effectiveness than male ones. 2.The primary grade homeroom teachers’ classroom management effectiveness is better than the senior on factor of learning environmental plans. 3.In the classroom management effectiveness, the part of student learning effectiveness which homeroom teacher percept in different teaching grades, the primary grade students’ learning effectiveness have performed better than the middle ones and the senior ones.4. There is significant positive correlation between classroom management effectiveness which using communication book and telephone during times a week. 5. There is significant correlation between the six parts of the classroom management effectiveness which using communication book and interviews during times a week. 6. There is significant positive correlation between learning environmental planning, class interaction and parent-teacher interactive by using interview communication on classroom management effectiveness. 7. There is significant positive correlation between the teacher quality, the learning environment of classroom planning which using communication and interview on most frequently discussed topic with classroom management effectiveness. According to the conclusions above, which provide suggestions for the elementary school teachers and researchers for further reference.