本研究旨在探討國中教師管教信念、管教目標與管教策略關係之研究。乃以台灣地區（不含離島）北、中、南、東四個區域的國中教師，共686人為研究對象，採用教師管教信念量表、管教目標量表、管教策略量表等研究工具，獲取所需資料，再以描述統計、皮爾森積差相關、卡方考驗、單因子變異數分析、多元迴歸分析等統計方法進行分析。結果發現： 1. 當前國中教師管教信念較傾向開放；在管教目標方面，最重視品德人際目標，其次為正向發展與獨立目標，最後是成就目標；而管教策略則傾向要求較少，反應較多。 2. 女性教師的管教信念比男性教師更傾向開放，且更常使用「反應」的管教策略；而不同專業背景、不同任教年資教師在管教信念以及「要求」和「反應」的管教策略則均無顯著差異存在。不過，不同人口變項（性別、專業背景、任教年資）教師的管教目標有顯著差異存在。 3. 任教於不同學校環境變項的教師，管教信念、管教目標、管教策略間有顯著差異存在。 4. 教師管教信念越傳統，較常使用「要求」的管教策略，而教師管教信念越開放，則較常使用「反應」的管教策略。此外，教師越重視「品德人際」及「正向發展與獨立」的管教目標，較常使用「反應」的管教策略。 5. 就「要求」策略來說，管教信念及師資班的專業背景，為預測教師「要求」策略的重要變項，預測力為15.2%；就「反應」策略來說，管教信念、「品德人際」以及「正向發展與獨立」的管教目標，為預測教師「反應」策略的重要變項，預測力為23.8%。 本研究根據上述研究結果加以討論，並提出數點建議，以供後續相關實務工作及研究的參考。 關鍵詞：管教信念、管教目標、管教策略 / This study is focused on the relationship between Taiwan middle school Teachers’ disciplinary ideas and their goals and strategies. Subjects are 686 middle school teachers coming from different parts of Taiwan (not including other smaller islands).This study used the Teacher’s Discipline Idea Scale, Discipline Goal Scale and Discipline Strategy Scale as research tools to obtain the necessary data. The gathered data was interpreted with the use of descriptive statistics, Pearson’s Correlation, Chi-Square, One-way ANOVA, and Multiple Regression Analysis. Findings are as such: 1. Current middle school teachers have an open minded idea towards discipline. Regarding the disciplinary goals, our surveys showed that the most important factor was to promote “good moral conduct” ,the second was to promote “self-reliance and positive development”, and the last was to “develop a sense of accomplishment”. For the discipline strategies our results showed that , “demanding” was inclined to be fewer than the “responsive” strategy. 2. Female teachers’ idea on discipline was much more open than that of male teachers, e.g. female teachers tend to use “responsive strategies” more frequently than male teachers . There were no significant difference between teachers’ different professional background and academic years being teachers when their disciplinary strategies, such as “demand” and “responsive” were compared. However, there was a significant difference between different teachers’ demography (gender, professional background, academic tenure) with the teachers’ disciplinary goals. 3. Our result showed that teachers, who taught in different schools, displayed great differences in their disciplinary ideas, goals and strategies. 4. When a teacher’s idea on discipline is more traditional, the teacher tended to use a more “demanding” discipline strategy. While, a more open teacher, tended to have a more “responsive” discipline strategy. Teachers , who enforced much importance on “good moral conduct” and “self-reliance and positive development”, tended to use “responsive” discipline strategies. 5. The correlation analysis showed that the factors such as teachers disciplinary ideas and their academic backgrounds could explain at least 15.2% of their “demanding” disciplinary strategy. On the other hand, teachers, who emphasized “good moral conduct” disciplinary ideas could explained about 23.8% of teachers’ “responsive” strategy. From those findings, we have provided some insights and suggestions that would serves as reference for further future researches and studies. Keywords: Disciplinary Ideas, Disciplinary Goals, Disciplinary Strategies

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The aim of this study was to investigate current classroom management practices, disciplinary strategies and educator duties and demands, in the Sedibeng West District (D8) of the Gauteng Province, with the aim of recommending guidelines to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The overall aims of the study were achieved through the following objectives: Reviewing existing literature to establish the nature of current classroom management duties. Investigating the influence of increased classroom duties on classroom management. Reviewing existing literature to establish the nature of current disciplinary measures. Investigating the influence of increased classroom duties on discipline. Making recommendations to assist educators to cope better with classroom management duties as well as maintaining discipline at the same time. The abovementioned aims were reached by completing a literature study and an empirical investigation. The study further investigated the perceptions of educators in the foundation phase (grade 2 educators and the respective Heads of Department) as well as principals regarding certain aspects of classroom management and discipline. This was investigated by means of structured questionnaires. Findings from the research indicated that refusal to obey requests and commands, noisiness, showing off, teasing, irritating or disturbing other learners, leaving their seats without permission, talking out of turn, calling out when the educator is speaking, making improper noises, not paying attention, storming out of the classroom, and knife attacks, are current types of behaviour that disturb lessons of educators (Landsberg et al., 2005:455). This makes it impossible for educators to teach properly. Learners who engage in such behaviour get no benefit from the teaching and learning situation. The attention of all the other learners is distracted and the atmosphere in the class is negatively affected. According to Landsberg et al., (2005:456) discipline is a huge part of classroom management and it is reactive in nature. Educators react to learner behaviour, which disrupts the good order of the classroom. Classroom management is proactive, it is preventative and self-control on the part of the learners is its goal. Further findings from the research indicated that educators struggle from teacher-burnout. It has also become apparent that educators are unsure of corrective disciplinary measures. Current disciplinary measures do not yield successful results. In fact, educators feel stressed and de-motivated. As a result of so many reasons for misbehaviour in classrooms, educators feel that they do not have the ability to manage the classroom. This study therefore provided recommendations to assist educators to cope better with classroom management duties in such a way that it will contribute to effective discipline in the foundation phase. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

Learner discipline is one of the pillars of the education system of any country. However, research studies have found that it has become the number one public health problem in state secondary schools in Mauritius, in particular, over the past decade. This study aimed at determining the role of principals in maintaining effective discipline among learners in selected Mauritian state secondary schools. The researcher determined the causes of a lack of learner discipline, the possible barriers that prevent state secondary school principals from maintaining effective learner discipline and the disciplinary strategies that the principal may adopt and implement for effective learner discipline. The qualitative research approach was used for the empirical inquiry carried out in the selected research sites. The researcher gathered information about learner discipline and disciplinary strategies from selected participants, namely 24 learners, 24 educators, 24 parents, 4 principals and 2 school superintendents from four state secondary schools through focus group interviews, individual interviews and non-participant observation. The study revealed that all the stakeholders in the education system of Mauritius, inter alia the principals, parents, school superintendents, educators, learners, the Educational Zone Directorates and the Minister of Education have a misconception of learner discipline. They follow a custodial perspective rather than a humanistic perspective of learner discipline at schools: they adopt reactive and punitive or corrective disciplinary approaches instead of proactive, preventive and positive approaches to learner discipline management. The literature study on the causes of learner indiscipline and the reseach-based behavioural strategies and the empirical inquiry in the selected schools allowed the researcher to make a critical assessment of the current disciplinary strategies implemented by the state secondary school principals. In addition, the findings of the investigation provided the researcher with the knowledge to propose a learner discipline management model. The model provides the principals with the research-based strategies and guidelines to effectively manage learner discipline. / Educational Leadership and Management / D. Ed. (Education Management)