教師教學信念、心理資本、主觀幸福感與班級經營效能之關聯性探討－以得勝者品格教育為例

A Study of the Relationship among Teaching Belief,Psychological Capital, Subjective Well - being and Classroom Management Effectiveness－A Case of Champions Character Education

徐明珠(Ming-Chu Hsu)

指導教授 ： 李國瑋

共同指導教授 ： 謝俊宏(Chun-Hung Hsieh)

國立臺中科技大學/商學院/企業管理系碩士班/碩士(2017年)

摘要

得勝課程品格教育教師抱持著內在信念，教導、陪伴青少年肯定自我價值並活出美好品格，而心理資本與主觀幸福感可以幫助教師提升班級經營效能。本研究從品格教育教師的角度，旨在探討得勝者品格教育教師的教師信念、心理資本、主觀幸福感與班級經營效能之關係，希望藉由研究結果提供品格教育單位做為未來事工發展及推廣，並提升教師的服務目標、生命意義與生活滿足。

　　 本研究對象為臺灣地區北、中、南區的得勝者教育協會志工教師。在問卷發放上以滾雪球抽樣法進行調查，總計發出300份問卷，扣除無效問卷後共得有效問卷269份，有效回收率約達90%。調查所得資料經因素分析、迴歸分析、獨立樣本T檢定與變異數分析等統計方法分析，研究結果顯示：(1)教師教學信念對心理資本、主觀幸福感、班級經營效能有正向顯著影響。(2)教師心理資本、主觀幸福感對班級經營效能有正向顯著影響。(3)教師教學信念透過心理資本、主觀幸福感的中介效果，進一步影響班級經營效能。(4)不同背景的教師在教學信念、心理資本、主觀幸福感、班級經營效能認知上有部份顯著差異。

關鍵字

教學信念 ； 心理資本 ； 主觀幸福感 ； 班級經營效能 ； 品格教育

並列摘要

Champions course character education that the teachers in Champions education association possess is belief. Also because of the belief, teachers capable to help the teenagers to develop good moral value and the sense of self-confidence. In addition, belief usually comes and positive psychological capital and people who have strong faith are more easily to aware the subjective well - being which on the other hand also significantly helped teachers to facilitate in the classes. In this paper, we will be discussing the synergy among the teaching belief, psychological capital, subjective well - being with the classroom management effectiveness. This research aim to contribute a academic result to the Champions Education Association and other organizations which devote themselves to moral education. Hopefully with the positive result of this research, we can help more educational organizations to foster the next generation with good values. Besides, by doing so, teachers also get to accomplish their goals and enjoy the fulfillment.
　　 In this research, we conducted a survey with Snowball Sampling Methodology among the volunteer teachers of Champions education association in Northern, Middle and Southern Taiwan. 300 copies of questionnaires were handed out, and we received 269 effective copies, the effectiveness rate is about 90%. All the data have gone through Factor analysis, Regression Analysis, T-test and Analysis of variance analysis methodology, the result suggests that: 1. The teaching belief have positive and significant impact on psychological capital, subjective well - being and classroom management effectiveness. 2. The teacher’s psychological capital and subjective well -
being influences his/her class operation efficiency in a positive way. 3. The synergy among the teaching belief, psychological capital and subjective well - being brings a magnificent outcome on classroom management effectiveness. 4. The teaching belief, psychological capital, subjective well - being and classroom management effectiveness varies among teacher with different life experience.

並列關鍵字

Teaching Belief ； Psychological Capital ； Subjective Well - being ； Classroom Management Effectiveness ； Character Education

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