ABSTRACT The Relationships among Demographic Variables, Intelligences, Critical Thinking, and Emotional Intelligence of Junior High School Students. The main purpose of the study was to explore the relationships among demographic variables, intelligences, critical thinking, and emotional intelligence (EQ) of Junior High School Students. The participants included 547 students (293 males and 254 females) coming from five junior high schools in Tainan and Kaohsiung City. The instruments employed in this study were the subscales of intrapersonal intelligence and interpersonal intelligence from the Multiple Intelligences Scale, The Test of Critical Thinking Skills for Primary and Secondary School Students (TCTS-PS), The Questionnaire of Dispositions Toward Critical Thinking, and The Self-Report Scale of Children¡¦s Emotional Thinking. The Self-Report Scale of Children¡¦s Emotional Thinking comprised two subscales¡Xthe intrapersonal and the interpersonal intelligence of emotion. The employed methods included Descriptive Statistics, t-test, ANOVA, MANOVA, Cannon Correlation Analysis, and Discriminate Analysis. The main findings of this study were as follows: 1. The students¡¦ development of intrapersonal and interpersonal intelligence, critical-thinking skills, critical-thinking dispositions, and emotional intelligence were above the average. 2. The females outperformed the males in both the intrapersonal and interpersonal intelligence of emotion. 3. There were no significant differences on the EQ scores among the three grade levels. 4. The higher educational level the students¡¦ parents had, the better the students¡¦ EQ were. 5. There was a significant canonical correlation between the two kinds of intelligences and the eight factors of EQ. 6. There was a significant canonical correlation between the independent variable set and the eight factors of emotional intelligence. The independent variable set included gender, grades, the parents¡¦ educational level, intrapersonal intelligence, interpersonal intelligences, critical-thinking skills, and critical-thinking dispositions 7. The level of students¡¦ EQ could be effectively predicted by their critical-thinking skills and critical-thinking dispositions. Among the three levels of EQ, the middle level was predicted with the highest accuracy. The finding revealed that high critical-thinking skills and high critical-thinking dispositions required at least an average level of EQ. Therefore, critical-thinking is essential to EQ. Finally, some suggestions for instruction and further research were proposed.

The purposes of this study were to develop a gender equality program for junior high school, to inquire the individual class students' gender consciousness-raising and to find out the relation between teaching behavior and students' gender consciousness by undergoing a semester teaching experiment. The subjects were one class (19 females, 16 males) of 10th grade students in Junior High School in Kaohsiung City as the case group. The worksheet, depth interview and class observation were used to understand the real condition of the Implementation of Gender Equality Education. ¡uGender Bias Inventory¡vwas administered to the subjects before and after the program. The collective data were analyzed by qualitative and quantitative methods. The major findings were as following: (1) lacking of specific gender equality program, students had indistinct gender consciousness; (2) the response of students presented the dominant of fatherhood; (3) the program had improved the gender consciousness-raising but was rejected by some boys; (4) students who active participated in the program yearned for those knowledge; (5) Awakening of gender consciousness was obvious in the group of girls; (6) There were significant differences between boys and girls in gender bias. Teacher teaching behavior: (1) the response of students had positive feedback on teachers and induced their introspection; (2) the positive discrimination is empowerment for the weak group in the class.

The purpose of this study was to understand the current situation of junior high school teachers¡¦ perception and actual use of services or support provided by Compulsory Education Advisory Group in Kaohsiung Municipality, and to investigate the relationship between the perception and actual use of junior high school teachers. This researcher, through this study, aimed to offer related suggestions for Compulsory Education Advisory Group in Kaohsiung city in order to improve its operation model in the future. The methodology of this study was a questionnaire survey. The subjects of the study were certificated junior high school teachers in Kaohsiung city. ¡¥¡¥Questionnaire about perception and actual use of the services or support provided by Compulsory Education Advisory Group in Kaohsiung city¡¦¡¦, which was developed based upon literature review, was adopted as tool for this survey. 700 questionnaires were issued while 569 valid questionnaires were received, with valid sample rate of 81.3¢H. The collected materials were analyzed to obtain conclusions through a variety of statistical methods, such as descriptive statistic, T-Test, One-Way ANOVA, Pearson Correlation, and Simple Regression Analysis. The main conclusions of the study are as follows: 1. Junior high school teachers¡¦ perception of services by Compulsory Education Advisory Group in Kaohsiung Municipality are below the middle level, with the highest on the domain of ¡§holding curriculum and teaching workshops¡¨. 2. Junior high school teachers¡¦ use of services provide by Compulsory Education Advisory Group in Kaohsiung Municipality are below the middle level, with the highest on the domain of ¡§holding curriculum and teaching workshops¡¨. 3. Teachers of male, social study field, with part-time administration chores and in smaller schools, have generally higher degree of perception of Compulsory Education Advisory Group¡¦s services. 4. Teachers of male, aged between 31 and 50, years of teaching between 6 and 20, social study field, with part-time administration chores and in smaller school, have generally higher degree of use of Compulsory Education Advisory Group¡¦s services. 5. There is a positive correlation between junior high school teachers¡¦ perception and actual use of services provided by Compulsory Education Advisory Group in Kaohsiung Municipality. 6. Junior high school teachers¡¦ perception of services by Compulsory Education Advisory Group in Kaohsiung Municipality has a significant prediction of their actual use, with the highest with the domain of ¡§providing teachers teaching materials¡¨. Based upon the above conclusions, the researcher offers several related suggestions to the education authority, Compulsory Education Advisory Group, junior high schools, advisory group members, and junior high school teachers as references to operate the Group more effectively in the long run.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 134-145). Available also in a digital version from Dissertation Abstracts.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 77-89).

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 111-117).

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains v, 150 p. Includes abstract. Includes bibliographical references (p. 125-134).

The purpose of this study was to examine the relationships among (1) the perceived imposed role, (2)the desired role, (3)the perceived performance, and (4)the job satisfaction of the junior high/middle school principal. The major problem was to ascertain whether the perceived imposed role was compatible, or in conflict, with the desired role of the junior high/middle school principal; in addition, to ascertain whether any discrepancy had a significant relationship with the levels of perceived performance and job satisfaction of the junior high/middle school principal. For the purpose of this study, a questionnaire was piloted with selected junior high/middle school principals in Tucson, Arizona. It was then submitted to 115 junior high/middel school principals in Arizona. The questionnaire consisted of 14 components of the junior high/middle school principal's role. Each administrator was asked to respond to each component according to (1) how important that component was in his/her present role, (2)how important that component should be in his/her role, (3)the level of his/her performance on that component, and (4)his/her level of job satisfaction associated with that component. Sixty-five percent of the junior high/middle school principals in Arizona responded to the questionnaire. The findings of the study were: (1)There was no significant difference between the perceived imposed role and the desired role of the junior high/middle school principal; (2)there was no significant relationship between the lack of conflict found between the perceived imposed role and the desired role, and the level of performance as perceived by the junior high/middle school principal; (3)there was a significant negative relationship between the lack of conflict found between the perceived imposed role and the desired role, and the level of job satisfaction of the junior high/middle school principal; (4)there was a significant relationship between the perceived imposed role and the desired role of the junior high/middle school principal; (5)there was a significant relationship between the level of performance experienced by the junior high/middle school principal and the level of job satisfaction, (6)there were significant corelations between 12 of the components of the perceived imposed role and the corresponding components of the desired role of the junior high/middle school principal. The two components that showed no correlation were building school climate and selecting and orientating staff; (7)there were significant correlations between all of the components of perceived imposed role and the corresponding components of job satisfaction of the junior high/middle school principal. The findings imply that (1)the junior high/middle school principals in Arizona are performing their role as they desire; (2)perceptions of role conflict or compatibility do not have an effect on how a principal rates his/her performance; (3)as the discrepancy between the perceived imposed role and the desired role becomes larger, job satisfaction goes down, or as the job satisfaction goes down, the discrepancy gets larger; (4)a significant relationship exists between the perceived imposed role and the desired role of the junior high/middle school principal; and (5)a significant relationship exists between the level of perceived performance and the level of job satisfaction.

This study sought out the perceptions of middle school (any combination of grades 5-9) educators in 19 states regarding the specific learning experiences that should be included in the curriculum for the preparation of junior high/middle school teachers, the skills or characteristics that are needed by a junior high/middle school teacher to best meet the needs of the early adolescent, the desirability of a discrete middle school certificate and the reasons why or why not. Using the data collected, a paradigm was designed for a junior high/middle school teacher training program that reflected the best thinking of these educators. This middle school study utilized a modified Delphi Technique in surveying the perceptions of administrators, teachers holding secondary certificates and teachers holding elementary certificates currently employed at junior high/middle schools, North Central Association associate state chairmen, and college of education professors. The three primary points emerging from this study are (1) that the lines of communication need to be opened between educators in the junior high/middle schools and those at institutions where policies, teacher preparation programs and certification requirements regarding middle school education (and educators) are being formulated, (2) that those same policies, teacher preparation programs and certification requirements be formulated on the basis of research data gathered directly from those educators in junior high/middle schools, and (3) that a middle school teacher's characteristics are considered by those involved currently in middle school education to be more important than his/her skills.

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