國中資源班教師的正向管教策略及其學生之幸福感與知覺教師教學效能之研究

A Study on Resource Room Teachers’ Positive Discipline Strategies and Students’ Well-Being and their Awareness of Teachers' Teaching Effectiveness in Junior High Schools.

郭昌原(CHANG-YUAN KUO)

指導教授 ： 王文伶

中原大學/人文與教育學院/特殊教育研究所/碩士(2015年)

https://doi.org/10.6840/CYCU.2015.00189

摘要

本研究旨在探討國中資源班教師的正向管教策略、學生幸福感與學生知覺教師教學效能之關係，以及學生幸福感是否扮演教師的正向管教策略與學生知覺教師教學效能的中介角色。針對一百零三學年度北區國中資源班教師及學生為母群體，受試者採用立意取樣進行資料蒐集，有效樣本為255份，教師255位及學生255位。採用自編之「教師正向管教策略量表」、「學生幸福感與知覺教師教學效能量表」作為研究工具；透過實徵資料的蒐集，利用描述統計、結構方程式模型進行分析。研究結果發現：(1)正向管教策略正向直接影響學生幸福感。(2)學生幸福感正向直接影響學生知覺教師教學效能。(3)正向管教策略正向直接影響學生知覺教師教學效能。(4)正向管教策略可以以學生幸福感為中介變項，間接影響學生知覺教師教學效能。最後，依據上述研究結果提出建議，以提供資源班教師、相關教育行政單位與未來研究參考。

關鍵字

國中資源班 ； 正向管教策略 ； 學生幸福感 ； 學生知覺教師教學效能

並列摘要

The purpose of this study is, firstly, to investigate the correlation among resource room teachers’ positive discipline strategies, students’ well-being and students’ awanreness of teachers’ teaching effectiveness in junior high school. Another aim is to find out whether students’ well-being are the intermediary between resource room teachers’ positive discipline strategies and students’ awanreness of teachers’ teaching effectiveness. A purposive sampling method was implemented to collect the data which includes 255 valid samples conducted by reosurce room teachers and students in junior high school during 2014 academic year. This study adopted the survey research method which comprised two questionnaires such as:” Teachers’ Positive Discipline Strategies Scale” and “Students’ well-being and Awareness of Teachers’ Teaching Effectiveness Scale”. The collected data was analyzed by desctiptive statistics and structural equation modeling. The results of the study were as follows: (1) Positive discipline strategies have a significantly positive effect on students’ Well-Being. (2) Students’ well-being has a significantly positive effect on awareness of teachers’ teaching effectiveness. (3) Positive discipline strategies have a significantly positive effect on awareness of Teachers’ Teaching Effectiveness. (4) Positive discipline strategies can influence awareness of teachers’ teaching effectiveness in the subject indirectly, with students’ well-being found to be intermediary. Finally, according to the above results, several suggestions were offered for the resource room teachers, the education administrators and researchers.

並列關鍵字

resource room in junior high schools ； awareness of teachers' teaching effectiveness ； students’ well-being ； positive discipline strategies

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