臺北市國中導師對身心障礙學生之師生互動與班級經營效能之研究

A Study on Teacher-Student Interactions and Classroom Management Effectiveness for Handicapped Students of Junior High School Homeroom Teachers in Taipei

盧俞俞(Lu, Yu-Yu)

指導教授 ： 林淑珍

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2014年)

https://doi.org/10.6841/NTUT.2014.00533

摘要

本研究旨在瞭解臺北市國中導師對身心障礙學生之師生互動與班級經營效能之差異情形，藉由研究者自編之「臺北市國中導師對身心障礙學生之師生互動與班級經營效能調查問卷」進行調查，採分層隨機抽樣共發出982份問卷，獲取有效問卷688份，有效回收率為70.1%，透過描述性統計、單一樣本t檢定、獨立樣本t檢定及單因子變異數分析，獲致以下研究結論：
一、臺北市國中導師對身心障礙學生之師生互動整體及各層面知覺屬中等以上之良好感受，以「友善協助的行為」為最佳，其餘依序為「學生責任/自主的行為」、「善解人意的行為」、「責罰的行為」、「不滿意的行為」、「領導的行為」、「嚴厲的行為」、「不明確的行為」。
二、臺北市國中導師班級經營效能達中等程度之傾向，其中以「師生關係」之效能最佳，其餘依次為「教室環境」、「教學品質」、「班級氣氛」、「常規表現」。
三、臺北市國中導師對身心障礙學生之師生互動上，具備特教課程3學分知能及特教研習54小時知能之導師，顯著高於未具特教知能之導師。
四、臺北市國中導師對身心障礙學生之師生互動不因導師性別、主要任教科目、為人父母與否及任教年資而有顯著差異。
五、臺北市國中導師之班級經營效能，在整體及各層面皆以「高傾向對身心障礙學生之師生互動」為最佳，其餘依序為「中傾向對身心障礙學生之師生互動」、「低傾向對身心障礙學生之師生互動」。

關鍵字

國中導師 ； 身心障礙學生 ； 師生互動 ； 班級經營效能

並列摘要

This study aims to understand the difference resulted from teacher-student interactions between handicapped students and classroom management effectiveness of Taipei junior high school homeroom teachers. The study uses the ' Survey of teacher-student interactions between handicapped students and class management effectiveness of Taipei hunior high school homeroom teachers ' questionnaire. All the data has been analyzed through statistical methods “t-test”, “one-way ANOVA” and “regression analysis ”. The analysis of the study is listed as follows:
(1) For Taipei junior high school homeroom teachers, the overall and individual aspect in teacher-student interactions between handicapped students and class management stands at an intermediate level of perception; 'assistance with kindness' is the optimal aspect, and the rest are 'student responsinility/ autonomous behavior ', 'considerate behavior', 'considerate behavior', 'punishment', 'unsatisfactory behavior', 'leadership behavior', 'severe behavior', 'unclear behavior', and 'friendliness' orderly.
(2) Taipei junior high school homeroom teachers show an intermediate tendency toward classroom management effectiveness, 'teacher-student interaction' is the optimal aspect, and the rest are 'classroom environment', 'teaching quality', 'classroom atmosphere', and 'class norm'.
(3) In terms of interactions between homeroom teacher and handicapped students, Taipei hunior high school homeroom teachers, who have enrolled in 3 units special education course or have been through the 54 hours special education practice , will have a significant better perception of understanding compared to those without similar training programs.
(4) In terms of interactions between teacher and handicapped students, Taipei junior high school homeroom teachers show no significant difference because of teacher gender, teaching subject, parenthood, or seniority.
(5) In terms of classroom management effectiveness for Taipei junior high school homeroom teachers, for overall and individual aspect, ' high tendency to interactions between teachers and handicapped students' is the optimal factor, and the rest are 'intermediate tendency to interactions between teachers and handicapped students', and 'low tendency to interactions between teachers and handicapped students' orderly.

並列關鍵字

homeroom teacher ； handicapped student ； teacher-student interaction ； class management

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