國小學童知覺教師領導模式與 師生衝突因應策略關係之研究

A Study on the Relationship between Perception of Elementary Students on Teachers’ Leadership Model and Coping Strategies of Teacher-Student Conflict

李靜宜(Ching-Yi Lee)

指導教授 ： 樊愛群

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/CYCU.2010.00585

摘要

本研究旨在探討學童知覺教師領導模式與師生衝突因應策略的現況，並分析學童知覺教師領導模式與師生衝突因應策略之間的相關性，以及學童知覺教師領導模式對師生衝突因應策略的預測力。本研究採問卷調查法，使用的工具為「教師領導模式與師生衝突因應方式關係問卷」。以桃園縣公立國民小學六年級學童為母群體，有效樣本為878位學童。根據樣本所收的資料，以t考驗、單因子變異數分析、Pearson積差相關、典型相關及多元逐步迴歸分析等統計方法進行分析與處理。首先探討學童知覺教師領導模式與師生衝突因應策略的現況；其次考驗不同背景變項之國小學童知覺教師領導模式與師生衝突因應策略是否有所差異；最後，則進一步探討學童知覺教師領導模式與師生衝突因應策略之間的相關性，以及學童知覺教師領導模式對師生衝突因應策略的預測力。茲將本研究結果分述如下：
一、學童知覺教師領導模式現況，以「民主型」領導模式居多，而「放任型」領導模式最少。
二、學童師生衝突因應策略以「迎合策略」最多，「競爭策略」最少。
三、不同性別、教師性別及學校規模對學童知覺教師領導模式有顯著差異。
四、不同性別、教師性別與學校地區對師生衝突因應策略有顯著差異。
五、國小學童知覺教師領導模式與師生衝突因應策略具有中度正相關。
六、學童知覺教師領導模式各層面中以「權威型」領導模式與「放任型」領導模式對師生衝突因應策略最具預測效果。

關鍵字

教師領導 ； 師生衝突

並列摘要

The purpose of this study is to investigate the current situation of perception of elementary Students on Teachers’ Leadership Model and Coping Strategies of Teacher-student Conflict, the relationship between these two main elements and how Teachers’ Leadership Model predict Coping Strategies of Teacher-student Conflict. The methodology of this research was mainly a questionnaire survey .The questionnaire was“The relationship between teachers’ leadership model and coping strategies of teacher-student conflict”Eventually, 878 valid amples were produced by the elementary students from public elementary schools in Taoyuan County, Taiwan. The researcher analyzed the survey data by various statistical methods such as t-test,one-way ANOVA,Pearson product-moment correlation, Canonical correlation analysis and Multiple stepwise regression analysis. The first focus is on the current situation of perception of elementary students on teachers’ leadership model and coping strategies of teacher-student conflict. Secondly, the researcher further investigated how perception of elementary students on teachers’ leadership model and coping strategies of teacher-student conflict differ in terms of their background. At last the relationship between these two main elements and how teachers’ leadership model predict coping strategies of teacher-student conflict will then be studied closely.
The research draws the following conclusions:
1.Among the current situation of Teachers’ Leadership Model, “Democratic Model” is widely applied in the elementary school classes, and “Laissez-faire Model” is seldom applied.
2.Among the coping strategies of teacher-student conflict, “Appeasing Strategies” is widely applied in the elementary school classes, and “Competing Strategies” is seldom applied.
3.The elementary school students with different background variables of ”Gender”, “Gender of teachers” and”School Scale” significantly differ in perception of elementary students on Teachers’ Leadership Model.
4.The elementary school students with different background variables of “Gender”, “Gender of teachers” and “ School Region” significantly differ in Coping Strategies of Teacher-student Conflict.
5.There is significant positive correlation between Teachers’ Leadership Model and Coping Strategies of Teacher-student Conflict.
6.Among those teachers’ leadership models, “Authoritarian Model” and “Laissez-faire Model”can predict most total Coping Strategies of Teacher- student Conflict.
Finally,based on the conclusions above, suggestions are given to educationaladministration institutions, schools and researchers.

並列關鍵字

Coping Strategies of Teacher-student Conflict ； Teachers’ Leadership Model

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