桃園縣國民小學導師之教師信念與班級經營策略關聯性之研究

The Relationship between Teachers' Beliefs and Classroom Management Strategies of the Elementary School Class-Tutor Teachers in Taoyuan County

邱慧媚(Hui-Mei Chiu)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2009年)

https://doi.org/10.6840/cycu200900785

摘要

本研究的主旨在探討桃園縣國民小學導師之教師信念與班級經營策略的關聯性。本研究採問卷調查法，以桃園縣之公立國民小學導師為研究對象，總共發出834份問卷，問卷回收率為95.7﹪，有效問卷回收率為91.2﹪，有效樣本為761位導師。研究工具為「教師信念」問卷和「班級經營策略」問卷。問卷回收後分別以描述統計、單因子變異數分析、皮爾遜積差相關、典型相關以及逐步多元迴歸進行資料分析。 本研究得到下列幾項結論： 一、國民小學教師信念整體表現屬於中等以上程度，其中以「教師的專業角色」表現最佳。 二、國民小學班級經營策略整體表現屬於中等以上程度，其中以「監督學生活動策略」表現最佳。 三、男性、年長、師資培育來源為師範院校、資深、任職中型學校、學校地處偏遠的國民小學導師，有較佳的教師信念。 四、年長、資深、任教低年級、學校地處市區的國民小學導師，有較佳的班級經營策略。 五、教師信念愈差，班級經營策略也會較差。 六、教師信念對班級經營策略具有預測作用，其中以「教師的專業角色」為最主要的預測變項。 最後依據本研究之結論，分別針對教育行政機關、學校單位、國小教師以及未來後續研究等方面提出具體建議。

關鍵字

國民小學導師 ； 班級經營策略 ； 教師信念

並列摘要

The main purpose of the study was to investigate the relationship between teachers’ beliefs and classroom strategies of Elementary Schools in Taoyuan County. This was a survey research. The questionnaires were mailed to 834 elementary school teachers of Taoyuan County in Taiwan. The response rates were 95.7％,and the usable rates were 91.2％, 761teachers participated in the present study. The instruments were the “Teachers’ Beliefs Questionnaire” and the “Classroom Management Strategies Questionnaire”. The collected data were analyzed by using the statistical methods of descriptive statistics, one-way ANOVA, Pearson product-moment correlation, canonical correlation and multiple regression（step-wise-regression procedure）.The major findings were as the following：
1. Teachers’ beliefs in the elementary school in Taoyuan County were above an average standard, especially in the part of teachers’ expertise.
2. Classroom management strategies were also an average standard,, especially in the strategy of supervising students’ activities.
3. Elementary school teachers’ beliefs were significantly different among the following variables: gender, age, antecedent, years of experience age, school size and school distance.
4. Elementary school teachers’ classroom management strategies were significantly different among the following variables: age, antecedent, teaching grades and school distance.
5. Elementary school teachers’ beliefs were partial to low-grade, and classroom management strategies had also been trending down.
6. Elementary school teachers’ beliefs can be used to predict elementary school teachers’ classroom management strategies. “Teachers’ expertise” was the main predict variable.

Finally, based on the conclusion of this research above, the researcher offers some suggestions for teachers, school and educational administrative authorities.

並列關鍵字

classroom management strategies ； teacher’s belief ； elementary school class-tutor teachers

參考文獻

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