桃園縣國民小學級任教師人格特質與輔導自我效能關係之研究

黃文瑄

doi:10.6840/cycu201400213

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桃園縣國民小學級任教師人格特質與輔導自我效能關係之研究

A Study on the Relationship between Homeroom Teachers’ Personality Traits and Their Guidance Self-Efficacy of the Elementary Schools in Taoyuan County

黃文瑄 , Masters　　Advisor：杜淑芬　　

繁體中文 DOI： 10.6840/cycu201400213

輔導自我效能；人格特質； guidance self-efficacy ； personality trait

Abstract │ Reference (109) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

This present study aimed to investigate the current situation, different background variables, correlations, and forecast among Taoyuan County’s elementray school homeroom teachers’ personality traits and their guidance self-efficacy. The instruments of this study are “the scale of personality traits” and “the scale of counseling self-efficacy ”. The study was conducted mainly by means of questionnaire survey. Two stages of sampling process, stratified cluster proportionl sampling and quota sampling, were applied and 296 valid samples from 24 elementary schools were collected. The survey data was then analyzed by using descriptive statistics analysis, t-test, one-way ANOVA, Scheffe’s method, Pearson product-moment and multiple regression analysis.
The main findings were listed as follows:
1.	Elementray school homeroom teachers’ personality traits scored above the average. The most salient personality traits of the elementray school homeroom teachers were “Agreeableness” and “Conscientiousness” among five personality traits.
2.	Elementray school homeroom teachers’ guidance self-efficacy scored above the average, and have the highest consciousness with“Classroom management and positive discipline” and“Teacher-student relationship”.
3.	There were significant differences among elementray school homeroom teachers’ personality traits with regard to gender, age, marital status, years of service. However, no significant differences were found with respect to taught in grades, educational levels, and educational background.
 
4.	There were significant differences among elementray school homeroom teachers’s guidance self-efficacy with regard to gender, age, marital status, taught in grades, years of service and educational background. However, no significant differences were found with respect to educational levels.
5.	There were positively correlation between elementray school homeroom teachers’ personality traits and their guidance self-efficacy.
6.	Elementray school homeroom teachers’ personality traits of “Agreeableness” and “Conscientiousness” can positive predict their guidance self-efficacy, and “Conscientiousness” was the best
Finally,based on the findings,suggestions for elementray school homeroom teachers , elementray schools and future research are provided.

Reference ( 109 ) 〈TOP〉

王婉玲（2007）。國中輔導人員角色壓力、輔導自我效能與職業倦怠之關係研究（未出版之碩士論文）。國立台灣師範大學，臺北市。
連結：
朱名之（2009）。桃園縣國民小學教師人格特質、情緒智力、工作壓力、壓力因應方式關係之研究（未出版之碩士論文）。中原大學，桃園縣。
連結：
吳育沛（2007）。國小輔導教師多元文化輔導知能覺察與輔導自我效能之相關研究（未出版之碩士論文）。國立台灣師範大學，臺北市。
連結：
吳清山（1998）。學校效能研究。臺北市：五南。
連結：
李華容（2013）。國小校長變革領導、情緖智力、創意人格特質與學校創新經營關係之研究 : 以桃園縣為例（未出版之碩士論文）。中原大學，桃園縣。
連結：

Times Cited (1) 〈TOP〉

薛荷芳(2016)。桃園市初任國中導師實施發展性輔導的困境與轉化。中原大學教育研究所學位論文。2016。1-198。

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