本研究旨在探究高職學校導師人格特質與其班級經營效能關係之研究。研究透過文獻探討瞭解人格特質的意涵與班級經營效能的相關實證,自編「高職導師人格特質與班級經營效能問卷」為研究工具,採用「調查研究法」,以學生的角度,蒐集臺北市公私立高職學校導師人格特質與班級經營效能資料,發放問卷共計1,070份,有效問卷1,036份,有效問卷回收率為96.8%,所得資料以描述性統計、Pearson積差相關、獨立樣本t-test、單因子變異數分析與薛費事後比較等統計分析,進行考驗,獲得以下結論: 一、臺北市公私立高職導師具有中高且均衡的人格特質,以神經質、開放性與外向性人格特質傾向最高,其次為友善性與嚴謹性的人格特質。 二、臺北市公私立高職導師具中高程度的班級經營效能,其中以班級常規、輔導規畫層面最好,而親師關係、班級氣氛層面其次,教學品質與學習效果層面則最低。 三、臺北市公私立高職導師人格特質與班級經營效能有顯著相關。 四、臺北市公私立高職中具有「較高人格特質傾向的導師」,其班級經營效能比「較低人格特質傾向者」顯著較好。 五、臺北市公立與私立學校高職導師在五大人格特質傾向均無不同。 六、臺北市小型與中型規模高職,其導師的人格特質比大型規模高職較具外向性、開放性與友善性的人格特質,導師在中型規模比大型規模高職較具嚴謹性人格特質。 七、臺北市私立學校高職導師班級經營效能在輔導規畫層面比公立學校顯著較佳,但在教學品質、學習效果、班級常規、班級氣氛與親師規畫等層面則無顯著差異。 八、臺北市中型規模高職,其導師的班級經營效能在教學品質、學習效果、親師關係等層面與整體班級經營效能比大型規模高職者顯著較佳。
The purpose of this study was to investigate the relationships between mentors’ personality traits and classroom management effectiveness in Senior Vocational School. Literature review was used to understand the meanings of personality traits and related studies in classroom management effectiveness and the questionnaire survey method was adopted in this study. “The questionnaire of Mentors’ Personality Traits and Classroom Management Effectiveness in Senior Vocational School” was developed as the instrument. Subsequently, the questionnaire was used for Taipei Public and Private school mentors and based on taking students’ viewpoints as the data of this study. A total of 1,070 students, randomly selected from senior vocational school in Taipei City. The total number of usable sets of instrument returned was 1,036 and a usable return rate of 96.8%. Descriptive statistics, Pearson product-moment correlation, t-test, ANOVA and Scheff’e were used to analyze the data. The important findings were as follows: 1.The mentors’ Personality Traits of Senior Vocational School in Taipei City were high - intermediate. Traits on neuroticism, openness and extraversion were the best. Traits on agreeableness and conscientiousness were next. 2.The mentors’ Classroom Management Effectiveness of Senior Vocational School in Taipei City was high - intermediate. The dimensions “discipline of classroom” and “counseling plan” were the best among the Classroom Management Effectiveness. The dimensions “relationships between mentor and parents” and “atmosphere in classroom” were next. The dimensions “quality of teaching” and “effect of learning” were the lowest. 3.There were significant correlations between Mentors’ Personality Traits and Classroom Management Effectiveness of Senior Vocational School in Taipei. 4.The higher Personality Traits’ mentors of Senior Vocational School in Taipei City had better Classroom Management Effectiveness than the lowers’. 5.There was no difference on Personality Traits between the public and private school Senior Vocational School mentors in Taipei City. 6.The small-scale and middle-scale school mentors’ with Personality Traits of extraversion, openness and agreeableness were better than those who were in the large-scale school mentors’. Mentors in private school had the trait of conscientiousness than those who were in public school. 7.Mentors in private school had better the dimension “counseling plan” of Classroom Management Effectiveness than those who were in public school, but there was no significant difference on others of Classroom Management Effectiveness between public and private school. 8.The middle-scale mentors’ Classroom Management Effectiveness on the dimensions “quality of teaching” , “effect of learning” , “relationships between mentor and parents” and “classroom management effectiveness” were better than those who were in the large-scale school mentors’.
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