為了解臺北市國中導師之管教方式與學生學業成就表現的關係，並探討相關影響因素，乃以臺北市國中學生 997人為研究對象，採用教師管教方式量表等研究工具，獲取所需資料，再以描述統計、卡方考驗、單因子變異數分析、二因子變異數分析、Scheffe’之事後考驗、多元逐步迴歸分析等統計方法進行分析，結果發現：
一、導師採用的管教方式有偏向要求較少、反應較多的情形。管教方式類型以寬鬆放任型最多，忽視冷漠型最少。
二、不同性別的導師，其採用管教方式類型有顯著差異。
三、不同任教年資及專業背景導師，採用之管教方式類型無顯著差異。
四、不同性別的學生，知覺導師採用的管教方式類型無顯著差異。
五、不同年級的學生，知覺導師採用之管教方式類型有顯著差異。
六、導師採用管教方式類型不同，學生的學業成就表現有顯著差異。
七、不同人口變項的導師，與其所採用之管教方式類型，並不會交互影響學生的學業成就表現。
八、不同性別的學生，在導師採用不同管教方式類型下，其學業成就表現並無顯著差異。
九、不同年級的學生，在導師採用不同管教方式類型下，其學業成就表現有顯著差異。
十、導師背景變項、學生背景變項及導師採用之管教方式，能有效預測學生的學業成就表現。
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。 / In order to understand the relationship between the disciplining manner of the junior high school teachers in Taipei City and the students’ academic achievements, as well as to explore the factors in the relationship, 997 junior high school students in Taipei City were studied by means a discipline manner scale. The data obtained was then analyzed using statistical methods, such as: descriptive statistics, chi-square test, one-way ANOVA, two-way ANOVA, Scheffe’s post hoc test, and multiple stepwise regression analysis.
The research results indicate that:
1. The homeroom teachers’ disciplinary manner tend to be less demanding and more responsive. Among the disciplinary manner, the permissive-indulgent manner is most adopted, while the indifferent-uninvolved is least adopted.
2. The disciplinary manner of male teachers’ are contrary to those of female teachers.
3. There are no significant distinctions among the disciplinary manner of teachers with different years of teaching experience as well as those with specialized backgrounds.
4. There are no significant distinctions between male and female students’ awareness of their teachers’ discipline manner.
5. There are significant distinctions among the students in different grades in regard to their awareness of their teachers’ disciplinary manner.
6. Different disciplinary manner yield different academic achievements.
7. Teachers with different population variables and disciplinary manner do not have a reciprocal effect on the students’ academic achievements.
8. There are no significant distinctions between the male and female students’ academic achievements under different disciplinary manner.
9. There are significant distinctions among the academic achievements of the students in different grades under different disciplinary manner.
10. The students’ academic achievements can be effectively predicted by variables like teachers’ and students’ backgrounds, as well as disciplinary manner.
The research results were further discussed in this study and, according to the discussion, some suggestions were provided for future reference in related practical applications and research.
Keywords: disciplinary manner, academic achievement, homeroom teacher.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0096911021 |
| Creators | 顏光正 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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