嘉義市國民小學教師人際溝通能力與教學效能之研究

The Study of the Interpersonal Communication Competence and Teaching Effectiveness for the Elementary School Teachers in Chia-yi City

謝中中(Chung-chung HSIEH)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/成人及繼續教育學系/碩士(2015年)

摘要

摘 要
本研究旨在探討嘉義市國民小學教師人際溝通能力與教學效能之現況，並分析不同背景之嘉義市國民小學教師在人際溝通能力與教學效能上的差異與相關情形，以及教師的人際溝通能力對教學效能的影響力。

本研究採用問卷調查法，以嘉義市國民小學正式教師為研究對象，共發出440份問卷，回收有效問卷407份，有效問卷回收率為92%。接著以SPSS 18.0統計軟體為工具，將蒐集到的資料進行描述性統計、t考驗、單因子變異數分析、雪費法、皮爾森積差相關及多元逐步迴歸分析等分析，獲得以下結論﹕
ㄧ、國民小學教師的人際溝通能力與教學效能皆具有良好的水準。
二、女性、三十歲以下、人際溝通能力學習類型較多元及主動學習的教師，
其人際溝通能力較佳。
三、主動學習人際溝通能力的教師，其教學效能較高。
四、教師人際溝通能力的良窳對其教學效能有重大的影響。
五、人際溝通技巧好的教師，其教學效能會表現較佳。
最後根據研究結果提出建議，以供國民小學教師、學校行政人員、教育行政單位及未來研究者之參考。

關鍵字

人際溝通能力 ； 國民小學教師 ； 教學效能

並列摘要

ABSTRACT

The purpose of this study is to identify elementary school teachers’ interpersonal communication competence and teaching effectiveness, to analyze correlation between two groups, and to analyze the impact of interpersonal communication competence on teaching effectiveness.

A survey was conducted with elementary school teachers in Chia-yi city.We posted our questionnaire and the total number of participants was 440; 407 were valid (92%).

Using SPSS 18.0 as statistical software tool, descriptive statistics, t test, one-way ANOVA, Scheffe’ method, pearson product-moment correlation, and stepwise regression analysis were used. The findings show that:

1.The elementary school teachers’ interpersonal communication competence and teaching effectiveness were a high level.

2.The elementary school teachers who were female, ages fell below 30, multiple learning types of interpersonal communication competence and more active learning, had better level of interpersonal communication competence.

3.The elementary school teachers’ positive learning communication competence leads to a more positive teaching effectiveness.

4.The elementary school teachers’ interpersonal communication competence has a significant impact on their teaching effectiveness.

5.The elementary school teachers’ positive interpersonal communication skill leads to a more positive teaching effectiveness.

Implications and recommendations for future research and elementary school teachers and administration practice are also presented and discussed.

並列關鍵字

Interpersonal Communication Competence ； Elementary School Teachers ； Teaching Effectiveness

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