教師情緒管理與師生衝突因應策略之研究--以台中市國民中學為例

陳淑媛

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教師情緒管理與師生衝突因應策略之研究--以台中市國民中學為例

陳淑媛 , Masters　　Advisor：王錦雀博士　　

繁體中文

國民中學教師；情緒；情緒管理；師生衝突；衝突因應策略

Abstract │ Times Cited (19) │ Altmetrics

Abstract 〈TOP〉

摘要
    本研究旨在探討台中市國民中學教師不同個人背景變項，對於其情緒管理與師生衝突因應策略之間的關係，據以提供國民中學教師有效的情緒管理以化解師生之間的衝突之參考。
    本研究採取問卷調查法進行研究，研究範圍以台灣省台中市地區之現職公立國民中學教師330人為問卷施測對象，回收問卷317份，回收率96％，有效問卷315份，可用率95％。
    本研究實證調查部分所使用的研究工具，為研究者自編的「國民中學教師師生互動因應策略之調查研究」，包含「個人基本資料」、「教師情緒管理量表」及「師生互動因應策略」三部分。正式問卷之統計方法採用t考驗、單因子變異數分析及事後比較、皮爾遜積差相關與多變項變異數分析等方法。
    本研究之結論如下：
一、台中市國民中學教師具有良好的情緒管理能力。
二、台中市國民中學教師面對師生衝突時，較常採取「積極合作」之因應策略。
三、台中市國民中學教師情緒管理因學歷、進修狀況而有顯著差異。
（一）在學歷方面，研究所畢業的台中市教師在「情緒覺察」的能力，高於師專畢業的教師。
（二）在進修方面，曾參加過情緒教育課程與輔導知能研習的台中市教師，在「情緒表達」能力上高於未曾參與過上述兩種課程的教師。
四、台中市國民中學教師衝突因應策略因性別、學歷、進修狀況而有顯著差異。
（一）在性別方面，台中市男性教師在面對師生衝突時比女性教師，較常採用「權力威脅」的策略。
（二）在學歷方面，研究所畢業的台中市教師在面對師生衝突時，比師大或師範學院畢業的教師，較常採用「積極合作」的策略。
（三）在進修方面，曾參與輔導知能研習的台中市教師及曾參與輔導知能研習和情緒教育課程的台中市教師，比皆未參與相關研習的教師，面對師生衝突時，較不常採取「消極逃避」的策略。
五、不同情緒管理能力的台中市教師在師生衝突因應策略上，具有顯著差異。台中市教師情緒管理能力愈佳，面對師生衝突時，愈常採取「積極合作」與「延緩解決」的策略；反之，教師情緒管理能力愈差，愈常採取「消極逃避」的策略。
六、台中市教師情緒管理與師生衝突因應策略兩者呈現顯著相關。

根據上述之結論，本研究提出下列建議，以供教育行政機關、學校行政機關、師資培育機構及國民中學教師參考之用。
一、對教育行政機關之建議
（一）規劃教師研習的課程，增進教師情緒管理能力
（二）增加專業輔導人員名額，以團隊方式提供諮詢
二、對學校行政機關之建議
（一）積極鼓勵教師在職進修，充實專業知能
（二）教師評鑑制度，增設情緒管理知能之評鑑
三、對師資培育機構之建議
（一）規劃情緒教育課程，提供完善的職前訓練
（二）提供完善資源，以供教師諮詢
四、對國民中學教師之建議
（一）傾聽學生的需求，以溝通合作代替責罵懲罰
（二）積極參與各項研習，充實自我輔導知能
（三）塑造和諧合作的人際關係
（四）培養幽默作風，轉化衝突的氣氛

此外，亦針對研究之對象、方法與變項提出建議，俾供未來進一步研究之參考。

Parallel Abstract 〈TOP〉

Abstract

The purpose of this study is to explore the relationship between Emotional Management of Teachers and the Conflict Among Teachers and Students of  Handling Strategies in Taiwan.

“A Questionnaire of emotional management and the conflict between teachers and students of handling strategies ” was used, and 330 teachers from junior high schools in Taichung City were surveyed. All together 330 questionnaires were issued and 317 were returned, among which 315, or 95%, were valid. The statistics procedures include t-test, one-way ANOVA, posteriori comparison, pearson product-moment correlation and multivariate analysis of variance.

The major findings of this study were as follows：
1. Teachers in junior high school possess greatly competency of teachers’ emotion management.
2. The most possible method for junior high school teachers to solve collision is collaboration.
3. Junior high school teachers of different professional characteristics, including educational background, and research situation, show significant differences in emotional management .
4. Junior high school teachers of different professional characteristics, including gender ,educational background, and research situation, show significant differences in teachers’ handling strategies.
5. Significant difference existed among the competency of teachers’emotion management on teachers’ handling strategies.
6. There was a relationship between emotional management and handling strategies among junior high school teachers.

According to the research result, this study made some suggestions for the institution of educational administration, the universities which are responsible for teachers pre-service training, the junior high schools’administration, the junior high school teachers and the future study.

Times Cited (19) 〈TOP〉

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