本研究旨在探討教師人際關係網絡、班級經營與班級氣氛對教學效能 的影響。研究對象為雲林縣某國小實際從事教學工作的教師,共取得有效樣本53份。本研究採用社會網絡分析方法,探討受訪者人際關係網絡的中心性與中介性,並以敘述性統計、因素分析、皮爾森相關、迴歸分析等方法進行統計處理。本研究發現:受訪者的人際關係網絡中心性與中介性,並不會對教學效能產生影響。班級經營的結果會對教學效能產生直接的影響,尤其受訪者普遍認同教學環境的經營對教學效能的提升有明顯的幫助。 班級氣氛會干擾教師的人際關係網絡與教學效能的表現;特別是人際關係網絡中心性高的人,能獲得較多的教學技能資訊提升學生對教師的信賴,以提升教學效果。班級氣氛會干擾教師班級經營與教學效能的表現。根據以上發現,本研究對國小教師及未來的研究者提出建議。
This study aims to explore the Interpersonal network of teachers, classroom management and classroom climate on the teaching effectiveness. The subjects are elementary school teachers from Yunlin County actually engaged in teaching, and a total of 53 valid samples.This study used “Social Network Analysis” to analyse all respondents’network degree and network betweenness of interpersonal network. The statistical methods used to analyze the data were descriptive statistics, factor analysis, Pearson’s product-moment correlation, and regression analysis. The results mainly show that:Respondents’ network degree and network betweenness of interpersonal network have no effects on teaching effectiveness.Classroom management have positive effects on teaching effectiveness. Most respondents agree that teaching environment management have significant help on enhancement of teaching effectiveness.Classroom climate have disturbance effects on teachers’ interpersonal network and teaching effects; Especially, teacher with high network degree of interpersonal network have more teaching information to promote the student to teachers trust and enhance teaching effectiveness.Classroom climate have disturbance effects on classroom management and teaching effectiveness.According to these findings, the researcher offers some suggestions.