臺中市國民小學級任教師人格特質與班級經營策略之研究

The Study on the Personality Traits and Classroom Management Strategies of Elementary School Teachers in Taichung City

王郁青(Yu-ching Wang)

指導教授 ： 康龍魁

中臺科技大學/護理學院/文教事業經營研究所/碩士(2010年)

摘要

本研究旨在探討臺中市國民小學級任教師人格特質與班級經營策略之關係，並分析不同個人背景變項在班級經營策略上的差異情形。最後，探究級任教師人格特質及班級經營策略之相關和預測情形。除採文獻分析外，主要以臺中市市立國民小學級任教師為研究對象，運用研究者自編的「國民小學級任教師人格特質及班級經營策略問卷」進行調查研究。根據受試者填答結果，採用描述性統計、獨立樣本t-test、單因子變異數分析、積差相關及多元逐步迴歸等統計方法進行研究分析。本研究結果整理如下：
一、臺中市國民小學級任教師整體人格特質傾向正向、良好的特質，尤其傾向「嚴謹性」及「和善性」之人格特質。
二、臺中市國民小學級任教師整體班級經營策略運用情形屬於良好狀況，以「班級常規經營」之表現最佳。
三、級任教師背景變項中，因性別、年齡、級任教師年資、婚姻狀況、任教年級、班級學生人數的不同，而在班級經營策略上有顯著差異。
四、整體級任教師人格特質與整體班級經營策略之間有顯著的正相關。
五、臺中市國民小學級任教師人格特質以「和善性」特質對「整體班級經營策略」之預測力最高。

關鍵字

班級經營策略 ； 人格特質 ； 國民小學級任教師

並列摘要

The purpose of study was to explore the relationships between teachers’ personality traits and classroom management strategies. It focused on:
1. Investigating the current state of teachers’ personality traits and classroom management strategies of elementary school teachers.
2. Studying the connections among teachers’ background variables and classroom management strategies of elementary school teachers.
3. Analyzing the interrelation and prediction between teachers’ personality traits and classroom management strategies of elementary school teachers.
Methods adopted in this research were conducted through the questionnaire and the analytic approach of documents. The samples were 413 teachers selected from elementary schools in Taichung City. The collected data were analyzed for the hypothesis test through descriptive statistics, the t-test, one-way ANOVA, product-moment correlation, and stepwise multiple regression. A brief summary of the data analysis outcome was as follows:
1. The current situation of Elementary School teachers’ personality traits was above average. Among them, the dimension of ”Conscientiousness” and ”Agreeableness” got higher scores than other dimensions.
2. The current situation of Elementary School teachers’ classroom management strategies was above average. Among them, the dimension of ” classroom discipline management” got the highest score.
3. The teachers’ classroom management strategies varied significantly from different genders, age, seniority, marital relationships, teaching grades and numbers of students.
4. A positive correlation was observed between elementary school teachers’ personality traits and classroom management strategies .
5. Classroom management strategies were predicted by teachers’ personality traits. Among them, the dimension of ”Agreeableness” was the most important predictor.

並列關鍵字

classroom management strategies ； personality traits ； elementary school teacher

參考文獻

邱慧媚（2008）。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。中原大學教育研究所碩士論文，未出版，桃園。

吳耀明（2004）。國小優良教師對班級經營觀點之研究。國民教育研究學報，12，111-134。

何宗岳（2009）。國小教師之教師信念、領導行為、班級經營策略與班級經營效能之結構關係研究。臺中教育大學學報：教育類，23（1），99-127。

吳明隆（2000）。班級經營與教學新趨勢。臺北：五南。

范熾文、莊千慧（2009）。國小教師績效責任信念、知識管理與班級經營效能關係之研究。學校行政雙月刊，59，113-136。