主觀規範與知覺行為控制對教師舉發霸凌意圖影響之探究─以道德發展為調節變項

A Study of Influence of Subjective Norm and Perceived Behavioral Control on Teachers’ Intention to Expose Bullying－ Using Moral Development as Moderator

彭美惠(Mei-Huei Peng)

指導教授 ： 陳勁甫

元智大學/人文社會學院/社會暨政策科學學系/碩士(2012年)

摘要

校園霸凌實情與通報數字出現懸殊差距，面對霸凌事件，身為通報機制第一線的教師如何處理？在國內外霸凌的相關研究中，大都探討其原因、類型、現況、行為及影響，缺乏對舉發霸凌意圖的影響因素之研究。因此，本研究以計畫行為理論為理論基礎，藉以探討主觀規範與知覺行為控制對教師舉發霸凌意圖之影響，及教師道德發展對主觀規範與舉發霸凌意圖之間的調節效果。本研究利用問卷調查法，針對臺灣本島國小教師進行調查，有效回收問卷共計520份。研究發現：道德發展與舉發霸凌意圖不具相關性與顯著影響，亦不具調節效果；主觀規範與舉發霸凌意圖具有部分正相關，但不具顯著影響；知覺行為控制與舉發霸凌意圖具有部分正相關，且具有部分顯著正向影響；不舉發霸凌的最重要考慮因素依序為1.擔心個人、家人及親朋好友的安全受到危害，2.認為舉發之後，無法改變現狀，3.擔心會有訴訟的問題，4.揭發管道不夠暢通，不知該如何揭發。建議教育行政機關應加強教師的道德推理能力及相關知識，提倡行政工作的適時輪替，落實通報機制與處理流程，並提供教師安全保障與訴訟後盾；教育工作者應關注學生的個人危機因素，掌握關鍵時機及時處理，並主動尋求協助。

關鍵字

霸凌 ； 計畫行為理論 ； 弊端揭發 ； 道德發展

並列摘要

The real situation of bullying on campus is far more serious than reported. Facing bullying events, how does a teacher in the forefront of reporting mechanism respond? Most relevant research concerning bullying investigates causes, types, current status, behaviors and influences, but lacks in exploring the influencing factors on intention to expose bullying. Hence based on the theory of planned behavior, this research explose the influences of subjective norm and perceived behavioral control on teachers’ intention to expose bullying, as well as the modulating effect of teachers’ moral development on subjective norm and intention to expose bullying. A questionnaire for elementary school teachers in Taiwan was employed and a total of 520 valid questionnaires were returned. The results suggest moral development and intention to expose bullying are not significant; in addtion, they lack a modulating effect. Subjective norm has partial positive correlation with intention to expose bullying,yet without appreciable effects in-between; perceived behavioral control has partial positive correlation with intention to expose bullying,and with partially appreciable effects in-between. The reasons for not exposing bullying, in order of significance, are as follows: 1. Worrying that they, their family, relatives and friends will be endangered. 2. Exposing bullying is in vain. 3. Worrying about legal proceedings. 4. The channel for exposing bullying is often blocked so they don’t know how to expose it. It is advised to enhance teachers’ moral reasoning ability and relevant knowledge, advocate appropriate rotation of administrative work, implement the reporting mechanism and process, guarantee teachers’ security, and support for legal proceedings for teachers. In addition, educators should pay attention to individual crisis factors for students, grasp the key moment and enable timely handling, and seek assistance actively.

並列關鍵字

Bullying ； Theory of Planned Behavior ； Whistle-blowing ； Moral Development

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