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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

國小師生領導類型、師生關係與班級適應之調查研究

張慧文, ZHANG, HUI-WEN Unknown Date (has links)
近年來領導行為在班級社會體系中的研究 日益增多,由各研究已肯定教師在教育中 居於領導地位,所以,教育學目標能否實現,實有賴於教師是否能發揮其角色功能。 因此,為了提高師資素質,增進教學效果,本研究乃進行有關之之實徵調查研究,借 以了解教師的性別、領導類型以及師生雙方領導類型是否一致,三者對學生班級適應 及師生關係的影響,期欲助於教師對班級教學工作的推展,促使兒童皆能接受最適當 的教育,而發展為適應良好的個體。 本論文分五章。第一章為緒論,分三節,主要敘述作者的研究動機與目的。第二章為 文獻探討,分四節,乃就領導類型、班級適應、師生關係三方面,探討其理論及有關 研究,以為本研究之理論根據。第三章為研究方法,分四節,在於說明本文之研究設 計與實施。第四章為研究結果,乃就所得資料之統計結果,加以分析敘述。第五章為 結論與建議,在於根據理論基礎與實證發現,提出結論與建議,以供參考。茲將本研 究結論。扼要敘述於下: 一、師生關係與班級適應皆因教師領導類型不同而有差異。 二、師生關係確因教師性別不同而有差異,班級適應則不然。 三、班級適應則因師生雙方領導類型是否一致而有差異,師生關係則不然。
2

國民小學教師發展班級文化之研究 / The Study of Developmental Classroom Culture for Teachers in Taiwan

張月鳳, Chang, Yueh-Fong Unknown Date (has links)
本研究旨在瞭解國民小學教師發展班級文化之現況,並探討不同背景變項的國小教師在發展班級文化上所呈現的差異情形。本研究之研究目的如下:(一)探討國民小學教師發展班級文化之內涵與現況;(二)瞭解國民小學教師發展班級文化與教師班級經營效能之關係;(三)瞭解國民小學教師發展班級文化與班級經營效能之預測情形;(四)根據研究結果提出建議,以提供教育行政機關、國民小學教師及未來研究者參考。 為達成上述研究目的,本研究採用問卷調查法收集並分析資料。研究工具係研究者自編之「國民小學教師發展班級文化與班級經營效能問卷」,並以台北縣、台北市、基隆市、桃園縣、宜蘭縣之公立國民小學級任教師為研究對象。所得資料以平均數、標準差、t考驗、單因子變異數分析、薛費法事後多重比較、皮爾森積差相關分析及多元逐步迴歸分析等統計方法進行分析。 本研究之主要發現與結論如下: 一、班級之組織特性適合運用形塑發展班級文化。而發展班級文化大致可從五個向度進行:(1)發展班級文化環境;(2)孕育班級文化活動;(3)營造班級文化特色;(4)凝聚班級文化共識。(5)激發班級成員表現。 二、國民小學教師發展班級文化的實際情形尚佳。國民小學教師所知覺發展班級文化的行為中,以「激發班級成員表現」的得分最高,亦即教師們在發展班級文化時,也能對學生投以高度關懷,增加學生的價值感。 三、國民小學教師背景變項中,性別、年齡、服務年資、學校所在地在發展班級文化問卷上均有顯著差異,而最高學歷、職務及學校規模無顯著差異。 四、知覺不同發展班級文化程度之國民小學教師,其在班級經營效能上的表現有顯著差異。 五、國民小學教師透過發展班級文化的認知與作為,可以提高其班級經營效能。教師發展班級文化及其各向度,與教師班級經營效能及其各向度間呈現顯著的正相關。 六、國民小學教師發展班級文化對班級經營效能有預測作用。 最後,根據本研究之文獻分析、研究結果分析與討論,提出幾點建議,以供教育行政機關、國民小學學校行政、國民小學教師及未來相關研究之參考。 / The purposes of this study are to understand the current situation of elementary school teachers’ developmental classroom culture and how different teacher backgrounds are reflected in the developmental classroom culture. The major concerns of this study were as fellows: (1) to investigate the current situation of teachers’ developmental classroom culture in elementary schools, (2) to analyze the relationships between teachers’ developmental classroom culture and classroom management efficacy, (3) to explore the predictive power of teachers’ developmental classroom culture on their classroom management efficacy, (4) to provide reference and suggestions based on the conclusions suggested by the survey data. The investigation was based on questionnaires which were distributed at 100 elementary schools in Taipei county, Taipei city, Kee-Long city, Tao-Yuang county, and Yi-Lang county. The data was analyzed statistically employing the method of descriptive statistic, t-test, one-way ANOVA, the Scheffé method, correlation analysis, and multi stepwise regression analysis. The major findings are as fellows: 1. The characters of the organization in the classroom are adaptive to shape and form the developmental classroom culture. And the developmental classroom culture is approximately to be possible to carry on five parts: (1) develop the classroom culture environment, (2) breed the classroom culture activity, (3) build the classroom culture characteristic, (4) condense the classroom culture, (5)stimulate the members of the class to act. 2. The current situation of elementary school teachers’ developmental classroom culture is good. There is high perception for teachers’ developmental classroom culture among the elementary school teachers. 3. Significant differences exist among the gender, age, service years, and school location for teachers’ developmental classroom culture. 4. Significant difference exists among high, middle, and low teachers’ perception of teachers’ developmental classroom culture for their classroom management efficacy. 5. Significant positive correlation exists between teachers’ developmental classroom culture and their classroom management efficacy. 6. The classroom management efficacy can be predicted by the teachers’ developmental of classroom culture. Based on the results of this study, some suggestions are made for educational administration, the elementary school administration, the elementary school teachers and future study.

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