Abstract The purpose of this study is to understand the relationship between elementary school teachers' attitude towards the students' guidance and discipline measures and the effectiveness of classroom management. Based on the literature and research, we establish the theoretical framework, and to design research tools. This study used "survey method", prior to the merger by the Kaohsiung city and county elementary schools 600 teachers for the survey, obtained 528 valid questionnaires . Formal questionnaires recovered to descriptive statistics, independent samples t-test, ANOVA, Pearson product-moment correlation, and stepwise multiple regression statistical analysis data. According to the result of the data analysis, the main findings are the following: 1. The elementary school teachers' show better "in attitude on the part of the overall performance level, which the" positive discipline measures "the most prominent. 2. The "classroom management effectiveness" is in the upper part of the overall performance, which the "teacher efficacy" best. 3. Male elementary school teachers for teaching, practice and self-efficacy have a higher perception. 4. Older, part-time position of director of elementary school teachers' attitude toward guidance and discipline measures show a higher perception. 5. Older, experienced, part-time position of director of elementary school teachers show the better perception of the effectiveness of classroom management. 6. Elementary school teachers' attitude toward guidance and discipline measures show greater the perception of the situation, the effectiveness of teacher classroom management will be the better. 7. Elementary school teachers' attitude toward guidance and discipline measures has a positive effect on classroom management predict. Keywords:guidance and discipline measures,classroom management effectiveness.

The purpose of this study was to explore the relationship between teachers¡¦ leadership behavior of elementary school and classroom management effectiveness. The subjects were sixth grade students of public elementary school in Kaohsiung. This study used stratified random sampling; 928 questionnaires were taken back including 895 ones valid, at a ratio of 96.44%. This study adopted questionnaire survey, ¡§Teachers¡¦ Leadership Behavior Scale¡¨ and ¡§Classroom Management Effectiveness Scale¡¨ were used as instruments. The collected data were analyzed by t-test, One-way ANOVA, Pearson correlation, and stepwise multiple regression analysis. The conclusions of this study were as follows: 1. The present status of elementary school teachers¡¦ leadership behavior is over the average. They perform best on ¡§intellectual stimulation¡¨ and ¡§active management-by-exception ¡¨ but worst on ¡§passive management-by-exception¡¨. 2. The present status of elementary school teachers¡¦ performance on classroom management effectiveness is over the average. They perform best on ¡§teaching quality¡¨ but worst on ¡§class manners¡¨. 3.Better performance in teachers¡¦ leadership behavior was found for the ones who were female, 6 to 10 years of serving, and at schools with the scale under 24 classes. 4. Better performance in classroom management effectiveness was found for the ones who were female, 6 to 10 years of serving, at schools with the scale under 24 classes,and with the number of students between 21-30 in class. 5. The better is the teachers¡¦ leadership behavior, the more outstanding is their classroom management effectiveness. There exists the strongest correlation between ¡§individualized consideration¡¨ and ¡§classroom atmosphere¡¨. 6. Teachers¡¦ leadership behavior is crucial in enhancing classroom management effectiveness. The prediction capability of ¡§individualized care¡¨ for the whole classroom management effectiveness is the most significant.

本研究旨在探討國民小學教師創新班級經營與班級經營效能之間的關係。主要研究目的有五：（一）瞭解國民小學教師創新班級經營及班級經營效能之內涵與現況。（二）瞭解國民小學教師不同背景變項於創新班級經營上之差異情形。（三）瞭解創新班級經營之得分低、中、高三組教師於班級經營效能得分之差異情形。（四）瞭解國民小學教師創新班級經營與班級經營效能之相關情形。（五）瞭解國民小學教師創新班級經營對班級經營效能之預測情形。 本研究採問卷調查法，以宜蘭縣、基隆市、臺北市、臺北縣及桃園縣等北區五縣市之公立國民小學教師為研究對象，使用「國民小學教師創新班級經營量表」及「國民小學教師班級經營效能量表」為研究工具，共計發出問卷1200份，回收875份，有效問卷865份，問卷可用率為72.08%。所蒐集資料以描述統計、ｔ考驗、單因子單變量及多變量變異數分析、皮爾森積差相關、典型相關及多元逐步迴歸等方法進行統計分析。本研究主要發現如下： 一、目前國民小學教師創新班級經營表現良好，以「重新思考」表現最佳，而「重新指派」表現相對較弱。 二、目前國民小學教師班級經營效能良好，以「教師教學效能」最佳，而「教室領導技巧」相對較弱。 三、教師人口變項與學校環境變項中，性別、年齡、服務年資、任教年級、學校所在地及學校規模在創新班級經營上有差異性存在；然而，最高學歷在創新班級經營上並未呈現差異性。 四、不同創新班級經營程度之國民小學教師於班級經營效能上具有差異性。 五、國民小學教師之創新班級經營與班級經營效能之間具有中度的正向關聯。 六、國民小學教師之創新班級經營與班級經營效能之間具有顯著的典型相關。 七、國民小學教師之創新班級經營對班級經營效能具有正向的預測作用；其中， 教師「重新定量」作為乃影響其班級經營效能之關鍵因素。 最後，根據上述研究結果提出具體建議，供教育行政機關、國民小學、國民小學教師，以及後續研究參考。 / This study focused on the relationship between teacher’s innovation classroom management and classroom management effectiveness in the elementary school. The main purposes of this study include: 1. Investigating the concept and current circumstance of teacher’s innovation classroom management and classroom management effectiveness. 2. Investigating the differences within teacher’s innovation classroom management of various teacher’s demographic variables and school environment variables. 3. Investigating the differences within classroom management effectiveness of low, middle and high teacher’s innovation classroom management degree. 4. Investigating the correlation between teacher’s innovation classroom management and classroom management effectiveness. 5. Investigating the prediction of teacher’s innovation classroom management on classroom management effectiveness. The study was adopted by questionnaire survey method. The subjects were teachers from public elementary schools in Yi-Lang county, Kee-Lung city, Taipei city, Taipei county, and Tao-Yuang county. The researcher used“The innovation classroom management scale”and “The classroom management effectiveness scale” as instruments. The researcher distributed 1200 questionnaires, retrieved 875 ones, and obtained 865 valid ones. Therefore, the available rate of questionnaires was 72.08%. Acquired data were analyzed by statistical methods including descriptive statistics, t-test, one-way ANOVA, one-way MANOVA, Pearson’s product-moment correlation, canonical correlation, and stepwise multiple regression analysis. The main findings were found as follows: 1. The current circumstance of teacher’s innovation classroom management in the elementary school was good. It performed best at “rethink”, but by contrast poorly at “reassign”. 2. The current circumstance of teacher’s classroom management effectiveness in the elementary school was good. It performed best at “teaching effectiveness”, but by contrast poorly at “leadership skills”. 3. There existed significant differences among gender, age, seniority, teaching grade, school location, and school size for teacher’s innovation classroom management, but did not exist significant differences within academic background. 4. There existed significant differences among low, middle, and high-level teacher’s innovation classroom management for teacher’s classroom management effectiveness. 5. There was moderate positive correlation between teacher’s innovation classroom management and classroom management effectiveness. 6. There was a significant canonical correlation between teacher’s innovation classroom management and classroom management effectiveness. 7. Teacher’s innovation classroom management could positively predict classroom management effectiveness. Furthermore, the best predictor for classroom management effectiveness was “reduce”. Eventually, some constructive suggestions based on the results were proposed for the educational administration agencies, teacher education institutions, elementary schools, elementary school teachers, and further research.

本研究旨在探討國民小學教師運用學習型班級經營策略之情況，及學習型班級經營策略與班級經營效能之關係。除探討國民小學教師學習型班級經營策略、班級經營效能的內涵及現況，並瞭解教師背景變項及學校背景變項在學習型班級經營策略與班級經營效能得分上的差異情形，另外，亦分析學習型班級經營策略與班級經營效能之相關程度，及學習型班級經營策略對班級經營效能的預測情形。本研究主要採文獻分析、問卷調查及深度訪談法進行，並根據研究結果做成結論，並提出具體建議。 本研究對象為臺北市、臺北縣、基隆市、桃園縣及宜蘭縣五縣市之公立國民小學教師，抽樣調查100所公立國民小學共1200位教師為研究對象，調查結果以平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關、多元迴歸分析等統計方法，進行資料處理分析。在訪談對象方面，共計訪談臺北縣、市公立國民小學教師五位。 根據文獻分析、問卷調查以及訪談分析所得資料，本研究主要發現如下： 一、國民小學教師運用學習型班級經營策略情況良好。 二、國民小學教師班級經營效能情況良好。 三、不同年齡、服務年資、學校地區國民小學教師在學習型班級經營策略 量表上的得分，達到顯著差異。 四、不同年齡、服務年資、學校地區、學校規模國民小學教師在班級經營 效能量表上的得分，達到顯著差異。 五、學習型班級經營策略表現程度越高，班級經營效能也越佳。 六、學習型班級經營策略與整體班級經營效能及各向度具有正相關。 七、學習型班級經營策略對班級經營效能具有預測作用。 根據上述研究結果，針對題升學習型班級經營策略之運用，提出幾點建議： 一、對國民小學教師的建議 （一）瞭解學習型班級經營策略內涵，並善用團隊互動學習策略。 （二）班級共同願景的擬定應透過與全班學生討論而訂定，並融入教師對 班級的期望。 （三）教師可召集數位教師成立班群，相互協助支援班級或全校學習活 動。 （四）透過多重管道強化親師溝通管道，善用家長協助及資源。 （五）建立班級規則以有效處理班級事務，並尋求適當舒壓管道。 二、對國民小學學校行政的建議 （一）鼓勵教師成立相關學習型班級經營團隊以獲得資源協助。 （二）學校各處室相互配合及支援，共同建構學習型班級計畫。 （三）由學校辦理專業學習型班級經營講座，並由具相關豐富帶班經驗教 師主講。 三、對教育行政機關建議 （一）辦理學習型班級經營相關教學策略研習課程並彙整成手冊發送於學 校教師。 （二）建立網路講座平臺，分享學習型班級相關資源。 四、對未來研究的建議 （一）擴大研究範圍，增加研究樣本。 （二）問卷的編製對象可分教師及學生部分。 （三）學習型班級經營策略內涵向度的再釐清。 / This study aimed at the current situation of the application of learning classroom management strategies for elementary school teachers and the relationship between learning classroom management strategies and classroom management effectiveness. Furthermore, the analyses of how the differences of demographic variables and school's background variables influenced teachers’ learning classroom management strategies and classroom management effectiveness were also investigated. Finally, the relationship between learning classroom management strategies and classroom management effectiveness was surveyed in this study. The questionnaire survey was the main research method of the study. There were 1200 sampled teachers from 100 public elementary schools in northern Taiwan (Includes Taipei County, Taipei City, Kee-Lung City, Tao-Yuang County and Yi-Lang County). Moreover, the interview method was also conducted to probe further information. In total, 5 elementary school teachers were interviewed in the study. The data were analyzed by employing the arithmetic average, standard deviation, t-test, one-way analysis of variance, Pearson’s product- moment correlation, and stepwise multiple regression. The results of the research were as follows: 1.The application of learning classroom management strategies for elementary school teachers is above the average level. 2.The present situation of classroom management effectiveness for elementary school teachers is above the average level. 3.There are significant differences in learning classroom management strategies among the age, seniority and school location 4.There are significant differences in classroom management effectiveness among the age, seniority, school location and school size. 5.The higher learning classroom management strategies, the better classroom management effectiveness . 6.There is a positive correlation between the whole and each dimension of learning classroom management strategies and classroom management effectiveness. 7.Learning classroom management strategies was the significant predictor of classroom management effectiveness. Based on the conclusions of this study, several concrete recommendations were made for elementary school teachers, elementary school administration, the institution of educational administration and further researchers.