本研究主要目的在探討國中學生對目前任教的數學老師領導方式的看法及其數學成績、成就動機與師生間性別差異的關係,以隨機方式分別自北市和平、實踐二所國中,選取國中二年級學212名,分成男數學教師所教的男生組、女生組,及女數學教師所教的男生組、女生組等四組。利用自編的數學成就測驗、成就動機測驗及教師領導行爲問卷等來比較這四組學生各項成績的性別差異則汝師性別的關係。結果發現(1)男數學教師所教的男生組數學成績優於女生組;女數學教師所教的女生組數學成績優於男生組。(2)男女生的成就動機與教師性別間無交互作用,然而女生的成就動機顯然比男生爲強。(3)男女生對任教男女數學教師的領導方式看法不同:就民主方式言,男生認爲男教師領導方式比女教師爲民主;女生認爲女教師領導方式比男教師爲民主。以權威方式言,男女生一致認爲男教師的領導方式較女做師爲權威。以放任方式言,女生認爲男教師的領導方式比女教師爲放任。(4)男生認爲男教師的領導方式與自己所期望的領導方式較爲一致;女生認爲女教師的領導方式與本身所期望的方式較爲一致。而學生覺得不同性別教師領導方式與自己所期望的方式較爲不致。這些結果說明學生對同性別教師的領導方式有較佳的看法和批評。對不同性別教師的領導方式有不同的看法;也正說明同性別師生關係較爲融洽而積極者,學生數學成就高。不同性別師生間衝突較多,可能造成成績低落原因之一。
The purpose of Ohio study was to investigate the relationship between the sex of teachers and students and the studets' achievement in mathematics, achievement motivation, and perceptions of teachers' leadership patterns. Two hundred and twelve student who took mathematics in the junior high schools were sampled. These students were divided into tsar groups: (1) 53 bays taught by male-teachers, (2) 53 girls taught by male-teachers, (3) 53 boys taught by female-teachers, (4) 53 girls taught by female teachers. The instruments used were no achievement test in mathematics, a questionnaire of achievement motivation, and a questionnaire for the perceived leadership of teachers. The results were as follow: (1) Bays taught by male-teachers did better in mathematics than girls taught by male-teachers, whereas girls taught by female-teachers did better in mathematics than boys taught by female-teachers. (2) Boys' and girls' scores in achievement motivation were not related to sex of teachers, but girls obtained higher achievement motivation scores than the boys did. (3) Boys and girls had different perceptions of teachers' leadership patterns. Boys viewed that male teachers' leadership was more democratic than female-teachers'. On the contrary, girls perceived that female-teachers' leadership was more democratic than male-teachers'. They also thought that male-teachers' leadership seas more laisserfaire than female-teachers'. However, all students said that male-teachers' leadership was more authoritarian than female-teachers'. (4) Boys were more inconsistant in their perceptions of female-teachers' leadership than their perceptions of male-teachers', while girls were more inconsistant in their perceptions of male-teachers' leadership than their perceptions of female-teachers'.
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