國民中學生教組長與導師管教觀之研究-以雙北地區為例

Abstract

本研究旨在瞭解雙北地區國民中學生教組長與導師管教觀之現況，以及探究倆者在不同背景因素下的認知差異，並依據研究結果提出相關建議。主要研究方法係採問卷調查法，在先行文獻探討獲得立論基礎後據以設計問卷進行量測。施測對象以雙北地區公立國民中學生教組長與導師為主，依所在分區進行分層隨機取樣，計抽取96所國中共500位受試者，回收有效卷為420份經分類與編碼，運用描述性統計、獨立樣本T檢定、單因子變異數分析等統計方法進行分析，獲致以下六點重要結論： 一、雙北地區國民中學生教組長及導師整體對管教觀具有高知覺程度，其中以「管教程序」較高，其次依序是「管教行為」、「管教信念」、「管教態度」。再就生教組長或導師個別對管教觀知覺程度分析結果亦然。 二、雙北地區國民中學生教組長及導師整體不會因婚姻狀況、有無子女、學歷、服務年資、行政年資或任職學校規模的不同而對管教觀的認知有顯著差異，但會因是不同性別、不同年齡及不同導師年資等而有顯著性差異。 三、雙北地區國民中學生教組長會因個人性別、年齡、有無子女及導師年資等不同而對管教觀的認知呈現有部分顯著性差異，但不會因婚姻狀況、學歷、服務年資、行政年資或任職學校規模大小的不同而有顯著差異，其中以管教程序最為明顯。 四、雙北地區國民中學導師對管教觀的認知，不會因不同性別、婚姻狀況、有無子女、服務年資等因素具有顯著差異，但會因年齡、學歷，以及擔任行政年資、導師年資與學校規模的不同而有部分顯著性差異。 五、雙北地區國民中學生教組長對整體管教觀與管教程序的認知均顯著高於導師，但倆者對管教態度、管教行為及管教程序等認知則無顯著差異。 最後，本文根據上述結論，針對教育行政機關、學校、教師及後續研究等四方面提出建議，以供參考。

The purpose of this study was to explore the discipline ofchief of behavior section and homeroom teacherin junior high schools, and to analyze the cognitive differences between teachers with different backgroud factors. Suggestions are provided with results.

Questionnaire survey was used to collect data and the questionnaire was developed based on literatures. Stratified sampling was conducted to recruit 500 teachersfrom 96 public junior high schools inTaipei City as well as New Taipei City and 420 sampling cases were valid.Descriptive statistics, independent t-tests and one-way ANOVA assessed the similarities and differences among groups. Sixinitial findings were as follows: 1.Generally, chiefs of behavior section and homeroom teachers showed a high level of perception of discipline, withthe score of deciplinary procedure being the highest, followed by deciplinary manners, deciplinary beliefs, and deciplinary attitudes. The perception of decipline of chiefs of behavior section and homeroom teachers shared the same result respectively. 2.Chiefs of behavior section and homeroom teachers showed no significant difference of perception of decipline in terms of marital status, with or without children, education, seniority, seniority asadministration staff, and school size. Yet significant differences were founded because of gender, age, and seniority ashomeroom teacher. 3.In terms of gender, age, with or without children, seniority as administration staff, chiefs of behavior section showed slightly significant difference of perception of decipline especially in disciplinary procedure. No significant difference was founded in terms of marital status, education, seniority, seniority as administration staff, and school size. 4.Homeroom teachers showed no significant difference of perception of decipline in terms of gender, age, with or without children, and seniority. Slightly significant difference was founded in terms of age, eductaion, seniority asadministration staff, seniority ashomeroom teacher and school size. 5.Chiefs of behavior section’s perception of discipline and disciplinary procedure presented significantly higher scores than homeroom teacher in the scale, yet there was no significantly difference between disciplinary attitude, disciplinary manners and disciplinary procedures.

Results hopefully contribute to furtherresearches. Suggestions are provided to educational administrative agencies, educational institutions as well as school teachers.