桃園縣中小學教師對「零體罰」政策的認知、態度與其「班級經營策略」之研究

The Research of the Cognition and Attitude of Teachers to “ Zero Corporeal Punishment”Policy and Their “Class Management strategies” at Primary and Junior-High Schools in Taoyuan County

劉怡君(Yi-Jiun Liou)

指導教授 ： 洪泉湖

元智大學/資訊學院/資訊社會學研究所/碩士(2008年)

摘要

本研究旨在探討目前桃園縣中小學教師對「零體罰」政策的認知、態度與其班級經營策略運用之關聯性。透過問卷調查的的方式，以桃園縣244所公立國民中小學教師為研究對象，共發出問卷1137份，有效問卷1128份，有效回收率為99.2%。資料分析採用描述性統計分析、獨立樣本t檢定、單因子變異數分析、相關分析、線性迴歸等統計方法。綜合研究發現，歸納結論如下：
一、有六成教師認為現今法規中對體罰的定義不夠清楚，且有七至九成之教師認
為「零體罰」教育政策推動後，會影響教師的教育理想和熱忱。
二、教師對於體罰行為之認知，在性別、學校類型、任教學校規模方面，均有顯
著差異。對於體罰行為之態度，在性別、年齡、教學年資、教學期望與學校
類型方面，均有顯著差異。
三、教師對於零體罰政策相關法令之認知，在性別、教學年資、學校類型、學校
規模與學校地區方面，均有顯著差異。對於零體罰政策相關法令之態度，在
性別、年齡、教學年資、學校類型與學校規模方面，均有顯著差異。
四、教師對於班級常規管理策略方面，在年齡、最高學歷與學校類型方面，均有
顯著差異。對於師生關係經營策略方面，在年齡、教學年資、最高學歷、學
校類型與學校規模方面，均有顯著差異。
五、教師對於體罰行為認知、態度及零體罰政策認知、態度，對於班級常規管理
策略、師生關係經營策略之影響，顯示皆達顯著性之相關。意即教師對於體
罰行為與零體罰相關政策認知程度越高、對零體罰政策的接受態度越正向，
其整體班級經營策略運用狀況亦就越佳。

關鍵字

零體罰 ； 體罰行為 ； 認知 ； 態度 ； 班級經營策略

並列摘要

The main purpose of this research is inquiring into the currently connection of teachers’ cognition and attitude to “zero corporeal punishment policy” and their class management strategies at primary and junior-high schools in Taoyuan County.Through the mode of questionnaire, the research object was decided on teachers from 244 public schools of primary and junior-high in Taoyuan County.Totally, 1137 questionnaires were sent out, 1128 questionnaires were valid and the effectiveness of recovery rate was 99.2%.
The data analysis was adopted by statistic methods including a descriptive, dependent-sample tests, one-way anova and correlate, and linear regression etc.By summarizing analyses, the research induced conclusion as follows:
I. 60 % of teachers showed that the corporeal punishment was not defined clear in the present laws. 70-90% of teachers felt that the implementation of “zero corporeal punishment policy” would hurt the teachers’ ideal and enthusiasm in education.
II. Teachers all have significant differences in the cognition of the corporeal punishment behavior, depending on their sex, the school type and the scale of school. There are significant difference in the attitude of the teacher corporeal punishment behavior depending on sex, age, teaching history, teaching expectation and the school type.
III. There is the cognition of teacher to zero corporeal punishment policy and its related ordinance depending on sex, teaching history, the school type, the school scale and region. It has a significant difference that
the attitude of teacher to “zero corporeal punishment policy” and its related ordinance depends on sex, age, teaching history, the school type and the school scale.
IV. There is a significant difference in strategy of teacher’s management toward a class by normal regulations depending on age, the highest education background and the school type. It has a significant difference that the strategy of management in the relation of teacher and pupil, depends on age, teaching history, the highest educational background, the school type and scale.
V. It is significantly related among the cognition of teacher toward the
corporeal punishment behavior and “zero corporeal punishment policy”,
his related attitude, and his class management strategy. In other words,
the higher cognition toward the corporeal punishment behavior and
zero corporeal punishment related policy, the more accepting zero
corporeal punishment policy for a teacher. The whole condition of his
strategy applied in the class management is also better.

並列關鍵字

zero corporeal punishment ； corporeal punishment behaviorcognition ； cognition ； attitude ； class management strategies

參考文獻

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