本研究旨在瞭解臺北市國中英語教師運用印象管理策略的現況,並探究不同背景變項的臺北市國中英語教師運用印象管理策略之差異情形。 本研究採問卷調查法,以2009(98)學年度臺北市立國民中學英語教師為研究對象,依12行政區隨機抽樣60所學校,並選取任教七、八年級各三班的英語教師進行受試與填答,寄發360份問卷,有效問卷346份。透過描述性統計、獨立樣本t考驗、單因子變異數分析等統計方法分析後,獲致以下4項結論: 1.臺北市國中英語教師運用印象管理策略程度依序為「口語」、「非口語」、「資料佐證」及「外表修飾」。 2.在學校所屬行政區之變項上,臺北市國中英語教師運用印象管理策略有顯著差異,但在班級規模變項上則無顯著差異。 3.擔任不同年級國中英語教師運用印象管理策略有顯著差異;但在不同性別變項上則無顯著差異。 4.臺北市國中英語教師會根據不同教學階段,改變運用印象管理策略的類型。 最後,根據研究結果對國民中學英語科實施印象管理之教師、教育行政機關及後續研究提出建議,以作為提昇國中英語教師教學之參考。
The purposes of this study are to investigate when English teachers use strategies of impression management, what the impression management strategies of teaching are, and to explore the differences of demographic factors on teachers in Taipei junior high schools. The study employed questionnaire survey method. Data were collected from teachers who were teaching seventh and eighth graders in Taipei public schools in the academic year of 2009. 360 questionnaires were released to teachers, and 346 valid copies were received. Descriptive statistics, independent sampled t-test, one-way ANOVA were conducted to analyze the result. The major findings were as follows: 1.The strategies of impression management applied by English teachers from the most often to the least are verbal, nonverbal, material evidence, and semblance beautification in Taipei junior high schools. 2.A significant difference was found on the factors of the size of the school whereas no significant difference on the factors of the size of the class was found. 3.A great difference of applying impression management strategies was found on the factors of the teachers responsible for seventh and eighth grades whereas no remarkable difference on the factors of gender was found in Taipei junior high schools. 4.In Taipei junior high schools, English teachers often change the use of different types for strategies of impression management according to teaching phases to meet students’ need.