教師領導行爲與學生的期待、學業成就及生活適應

Teacher Leadership Behavior as Related to Students' Expectation, Achievement, and Adjustment

吳武典(Wu-Tien Wu) ； 陳秀蓉(Hsiu-Jung Chen)

《教育心理學報》 11期 (1978/06) Pp. 87-104

https://doi.org/10.6251/BEP.19781201.7

摘要

本研究之目的在探討學生知覺的三種教師領導行爲（民主式、權威式、放任式）與學生的期待、學業成就及生活適應的關係。首先自編「教師領導行爲問卷」乙種，信度、效度均可滿意。然後與智能成就責任問卷、學業成就動機問卷、中國兒童焦慮量表及少年人格測驗施測於某國中二、三年級十三個班級（男生223人，女生485人，共708人），各班導師皆與學生相處至少一年。又以月考成績（導師任教科目成績及各學科總分）爲學生學業成就之指標。測驗結果經相關分析、t檢定及單向變異數分析，發現：①學生對於教師的民主式式行爲多表示積極的期待，對於權威式行爲多表示消極的期待，對於放任式行爲多不置可否。②教師的民主式行爲有助於學生的學業成就、內制信念、成就動機和人格適應；教師的權威式行爲不利於學生的內制信念、成就動機和人格適應，雖然有利於教師（導師）所教科目的成績，卻也引起較高的測試焦慮；教師的放任式行爲雖然沒有產生像權威式行爲那麼大的期望差距和測試焦慮，卻不利於學生的學業成就、內制信念、成就動機和人格適應。③學生對於教師領導行爲創切望差距愈高，愈不利於學業成就、內制信念、成就動機和人格適應，對於焦慮的影響則尚不明確；一般說來，此種期望差距與學生行爲的關係尤大於教師領導行爲本身。④男女生在本研究各變項上的差異甚爲顯著，男生知覺的教師權威行爲與放任行爲較多，且期望差距也大，女生知覺的教師民主行爲較多，期望差題較小；女生在學業成績、內制信念、成就動機及人格適應方面均優於男生，雖然一般焦慮高於男生，但測試焦慮則較低。總之，本研究說明了學生對於教師領導行爲的知覺與期待，與其行爲變項有顯著的關係。

並列摘要

The study investigated the relationships between teacher leadership behavior perceived by students and the expectation, achievement, and adjustment of the students. A Teacher Leadership Behavior Questionnaire (TLBQ) was designed to assess the three types of teacher's behavior, i.e., Democracy, Authoritarian, and Laissez-faire. The TLBQ, along with five adjustment tests, were administered to 13 classes of a junior high school, the subjects consisted of 223 boys and 485 girls. By means of simple correlational analysis, t test, and one-way analysis of variance, the prominent findings are as follows:
(1) Democratic leadership was in general in accordance with students' expectation, while authoritarian produced the greatest ”expectation distance”.
(2) Teacher's democratic behavior correlated positively with the student s'academic achievement, their beliefs in internal control, their achievement motivation, and personal and social adjustment, while teacher's authoritative behavior correlated negatively with those variables, except academic achievement at the expense of higher test anxiety. Teacher's laissez-faire behavior, on the other hand, though produced less ”expectation distance” and test anxiety than anthoritative behavior, also correlated negatively with the students' academic achievement, their beliefs in internal control, their achievement motivation, and personal and social adjustment.
(3) The greater the students' ”expectatation distance” to teacher leadership behavior is, the poorer the students' academic achievement, beliefs in internal control, achievement motivation, and par500al and social adjustment would be. It seemed that the ”expectation distance” variable is more effective in predicting students' behavior.
(4) It was evident that boys differed from girls in many aspects, i.e., boys tended to perceive more teacher's authoritative and laissez-faire behavior with greater ”expectation distance”, while girls appeared to perceive more teacher's democratic behavior with less ”expectation distance”. Otherwise, girls showed better academic achievement, beliefs in internal con trot, achievement motivation, and personal and social adjustment and lower test anxiety, though higher general anxiety, than boys.
It can be concluded that how students perceived and expected teacher leadership behavior to be is significantly related to their behavior in school.