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軍訓教官防制校園霸凌現況與需求調查研究 —以彰投雲嘉地區高中職為例

指導教授 : 鄭瑞隆
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摘要


本研究主要目的在探討彰投雲嘉地區軍訓教官執行防制校園霸凌工作之現況與需求,以其歸納結果,以提供未來軍訓教官從事防制校園霸凌工作之參考。本研究採用問卷調查法,研究工具乃經由文獻的探討,及與指導教授的討論後,進行研究問卷初稿的編製。研究者就問卷初稿進行信效度分析,並與指導教授討論修正後,發展成正式問卷為「彰投雲嘉地區高中職軍訓教官防制校園霸凌現況與需求之調查問卷」,並以彰投雲嘉地區(彰化縣、南投縣、雲林縣、嘉義縣、嘉義市)公、私立高中職之軍訓教官為對象,發出問卷共385份,得有效樣本數356份。所得資料以SPSS 12.0進行資料的統計與分析(包括包括描述性統計、獨立樣本t檢定、單因子變異數分析與皮爾森相關係數等),本研究獲致的結果如下: 一、在工作現況上 (一)軍訓教官對執行防制校園霸凌工作持正向積極的態度。 (二)軍訓教官能運用多元方式宣導反霸凌,並適時融入教學活動中。 (三)縣市聯絡處重視防制校園霸凌的宣導,但學校及其他行政單位 支持度待加強。 (四)學校的勤務、工作過多,對軍訓教官執行防制校園霸凌相關工作有較大的阻礙。 (五)服務於私立職業學校日間部的軍訓教官在執行防制校園霸凌的態度上有較佳的傾向。 (六)擔任生輔組長職務的軍訓教官在執行防制校園霸凌工作的行政支援上有較佳的傾向。 (七)有處理過校園霸凌(校園暴力)經驗的軍訓教官在執行防制校園霸凌工作的態度上、技能上及整體實況上有較佳的傾向。 二、在需求調查上 (一)軍訓教官對校園霸凌實務處理技巧與注意事項有高度的需求。 (二)教材教法的需求度高,尤以多媒體教材及光碟的提供為最。 (三)軍訓教官對行政的相關配合有高度期待。 (四)服務於私立職業學校日間部的軍訓教官在執行防制校園霸凌 的行政相關配合及整體需求上有較佳的傾向。 (五)有處理過校園霸凌(校園暴力)經驗的軍訓教官在執行防制校園霸凌工作的行政相關工作配合需求上有較佳的傾向。 根據研究結果,在教育行政單位方面,應積極辦理防制校園霸凌相關議題及知能研習,研發提供更多多媒體教材及光碟,增加軍訓教官人力配置,並且將有處理校園霸凌事件經驗的軍訓教官納入人才資料庫,以提供相關經驗與諮詢;在學校方面,應強化相關單位功能並落實教育部「友善校園」之政策理念,聘請法律顧問並結合社區推動防制校園霸凌以及肯定軍訓教官執行校園安全維護工作的努力付出;在軍訓教官個人方面,建議充實自我防制校園霸凌的意識,提升防制校園霸凌處理技巧能力與強化相關議題的法規知能。

關鍵字

軍訓教官 校園霸凌

並列摘要


This study aims to explore the current situation and needs of implementation for controlling campus bully tasks conducted by military training instructors, and furthermore its relevant results can be as a reference for military training instructors on control bullying and current situation and related needs. Firstly, a questionnaire survey was constructed by means of literature review and panel experts’ observation and discussions as the basis of validity and reliability. Secondly, the questionnaire survey were administered to military training instructors at high schools in Yunlin-Chiayi area (Changhua County, Nantou County, Yunlin County, Chiayi County, Chiayi City). A total of 385 questionnaires were sent out, and 356 valid samples were collected. Moreover, it could be analyzed by means of descriptive statistics, t test, factor analysis, and Pearson correlation coefficient in SPSS12.0.test, single factor analysis of variance and Pearson correlation coefficient), the results of this study are briefly described as follows: For current status of practice: 1. Military instructors hold positive attitude towads the implementation of preventing against campus bullying duty. 2. Most of the military training instructors are capable of using multi-way propaganda for anti-bullying and are able to timely integrate into teaching and learning activities. 3. The city and county liaison offices are of great importance to bully control advocacy, as well as to strengthening schools and other supports administratively. 4. Over work loading in the school is a big obstacle for military instructors to implement the bully controlling duty. 5. Military training instructors who serve in private day-time vocational schools hold better and more positive attitude in bully-control duty. 6. The military training instructors serving as the director of the Student Life Assistance office have better and more positive attitude towards bully-control duty. 7. Military training instructors who had experience in dealing with school bully have more positive attitude, skills, and overall performance in controlling school bully. The military training instructors generally have the following demands: 1. The military training instructors are very concerned about and in high demand of the techniques for dealing with campus bully. 2. Teaching materials and methods are highly required, especially for multimedia and discs. 3. The military training instructors are highly expected for cooperation of administration works. 4. The military training instructors serve in private day-time vocational schools have better attitudes to cooperation of administration works and overall requirements. 5. The military training instructors had experience in dealing with school bully have better attitudes to cooperation of administration works and overall requirements. Based on the findings, the educational authorities shall actively take part in the discussions or workshops on prevention of school bully, and provide more multimedia and discs. Furthermore, they shall increase the manpower of military training instructors, and add the military training instructors with experiences dealing with school bully into the personnel database to provide related consultancy. Besides, the schools shall strengthen the functions of related departments, and implement the policy of “friendly Campus” from the Ministry of Education. They can also recruit the legal consultants and cooperate with communities to strengthen the prevention of school bully. Furthermore, the schools shall be appreciative of all the efforts the military training instructors make on the campus safety. At last, the military training instructors shall enrich the conscious of prevention of school bully, advance the abilities and skills of dealing with school bully. In addition, they shall strengthen the legal knowledge of related issues.

參考文獻


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