國民中學教師性別意識其及管教行為關係之研究

林煜騰

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國民中學教師性別意識其及管教行為關係之研究

A study on Gender Consciousness and Discipline Behaviors of teachers in junior high schools

林煜騰 , Masters　　Advisor：簡茂發;譚光鼎　　

繁體中文

性別角色認知；性別認同；性別意識；管教行為； gender consciousness ； discipline behaviors ； gender role ； gender identity

Abstract │ Reference (142) │ Times Cited (5) │ Altmetrics

Abstract 〈TOP〉

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The purpose of this study was to investigate the relationship between the gender consciousness of the junior high school teachers and their discipline behaviors. The study aimed to understand the gender consciousnesses of the junior high school teachers and its correlation to the teachers’ discipline behaviors by exploring and analyzing the variables of teachers’ backgrounds, school environments and teachers’ gender consciousnesses.    
A quantitative questionnaire survey method was mainly applied in this study.  The research sample focused on the teachers of public junior high school teachers in Miaoli County. The subjects of the study included a sample of 286 teachers. The statistical methods including t-test, one-way ANOVA, Scheff é method of multiple comparisons, and chi-square test were employed for data analysis.
 The main findings of this study were as follows:
1.    The gender consciousnesses of the junior high school teachers appeared to be more flexible and adaptable.
2.    The gender consciousnesses of the junior high school teachers were mainly androgynous.
3.    As for the gender consciousness, male teachers were more rigid than female teachers.
4.    Different genders, ages, teaching subjects and school districts have significant correlation in the gender identity of masculine, whereas there was no correlation in the gender identity of feminine.  
5.    The discipline behaviors of the junior high school teachers showed the tendency of “low demand and high response.”
6.    Single (unmarried) teachers employed more “demand” strategy than married teachers.
7.    Those junior high school teachers whose gender consciousness was rigid more likely employed the “demand” strategy.
8.    The discipline style of the teachers whose gender consciousness was more flexible showed the inclination of neglect and indulgence. However, for those teachers whose gender consciousness was more conservative, their discipline behavior appeared to be more liberal and authoritative. 
9.    In terms of the discipline behaviors, the androgynous teachers were authoritative; masculine teachers showed the inclination of authoritarian; feminine teachers appeared to be indulgent and neglected and undifferentiated teachers inclined to neglect.  
Based on the above findings, this study provided useful suggestions and insightful implications for junior high schools, school administrators, in-service teachers and educational researchers.

Reference ( 142 ) 〈TOP〉

王靖芳（2006）。國小教師發問行為之研究。載於新竹教育大學教育學系碩士班論文集，352-376。
連結：
朱雅琪（1999）。國中女性教師認識論及其教育實踐之研究。國立台灣師範大學公民訓育研究所碩士論文，未出版。
連結：
朱慧蘭（2003）。男性性別角色刻板印象之形成與鬆動。應用心理研究，17，85-119。
連結：
吳素惠、黃月嬋（2006）。一位體育教師的性別角色觀及性別差異對待研究。身體文化學報，2，41-56。
連結：
李政潔（2009）。台北縣國民小學教師性別平等意識之研究。國立臺北教育大學教育政策與管理研究所碩士論文，未出版。
連結：

Times Cited (5) 〈TOP〉

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