本研究旨在了解教師人格特質、班級經營與班級經營績效的現況,探討不同背景變項之教師,在人格特質、班級經營與班級經營績效的差異情形,並分析教師人格特質、班級經營與班級經營績效的關係。 本研究以台灣南部四縣市之高中職教師667人及6767名高中職學生為研究對象。以五大人格特質問卷、教師班級經營問卷及班級經營績效問卷為研究工具。所蒐集資料以描述統計、t考驗、多變量變異數分析、單因子變異數分析及多元迴歸分析等方法進行統計分析。 本研究之主要發現如下: 1.高中職教師人格特質與教師教育程度有關。 2.高中職教師職務及任教類科與班級經營有關。 3.高中職教師的人格特質與班級經營有關,對班級經營績效產生影響。 本研究最後根據研究發現與結果,對教育實務工作者、教育行政機關及未來研究者提出具體建議。
The main purpose of this study is to examine relations among personality traits, classroom management and classroom management efficiency. In addition, this study also investigates differences within background variables of teachers in above three aspects. This study adopts Questionnaire Survey to do research. Samples, drawn from four cities/counties in southern Taiwan, include 667 senior high school teachers and 6767 senior high school students. As to measurement tools, Teachers’ CMS Scale , Students’ Classroom Life Scale and classroom management efficiency questionnaire are to be used. Acquired data are analyzed by following methods, including descriptive statistics, t-test, MANOVA, ANOVA, canonical correlation, and multiple regression. Some conclusions of this thesis are found as follows: 1. The personality traits of high school teachers have a relation with the teachers’ educational backgrounds. 2. High school teachers’ duties and teaching subjects have a relation with classroom management strategies. 3. The personality traits of high school teachers have a relation with classroom management strategies, and affect classroom management efficiency. Based on the result of this study ,the study makes some suggestions for educators, educational administrative organizations and the future researchers.
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