國小教師人格特質、班級經營、情緒管理與教學效能關係之研究—以雲林縣為例

南華大學機構典藏系統 > 管理學院 > 企業管理學系(管理科學碩/博士班,非營利事業管理碩士班) > 博碩士論文-管理科學碩博士班 > Item 987654321/17841

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題名:	國小教師人格特質、班級經營、情緒管理與教學效能關係之研究—以雲林縣為例
其他題名:	A STUDY ON THE RELATIONSHIPS AMONG ELEMENTARY TEACHERS' PERSONALITY TRAITS, CLASSROOM MANAGEMENT, EMOTIONAL MANAGEMENT AND TEACHING EFFECTIVENESS--TAKING YUNLIN COUNTY AS AN EXAMPLE
作者:	方靖雯 Fang, Ching-wen
貢獻者:	企業管理系管理科學碩博士班紀信光
關鍵詞:	人格特質;情緒管理;班級經營;教學效能 Personality Traits;Classroom Management;Emotional Management;Teaching Effectiveness
日期:	2012
上傳時間:	2015-01-06 15:58:04 (UTC+8)
摘要:	面對二十一世紀的來臨，社會環境改變、少子化嚴重，現今教育政策應該如何改善此項問題需要進步的省思。教師班級經營應該如何營造優質學習環境，提升學生學習效能。本研究旨在探討雲林縣國民小學教師人格特質、情緒管理、班級經營與教學效能之現況及其關係，並瞭解國民小學教師在人格特質、情緒管理、班級經營與教學效能上的差異情形及預測程度。本研究以便利抽樣為主，利用問卷發放方式採研究者親送、請託熟識者、郵寄代為發放及回收。總計發放356份問卷，回收份數347份，回收率約為97.4％，剔除無效問卷10份，有效問卷回收率94.6％，共計337份。調查所得資料以信度分析、因素分析、相關分析與迴歸分析驗證研究假設。研究結果顯示：1.班級經營對情緒管理有顯著影響關係。2.班級經營對教學效能有顯著正向影響關係。3.情緒管理對教學效能有正向顯著影響。4.情緒管理對班級經營與教學效能有中介效果成立。　　With the 21st century underway, the government sectors and educational authorities should seek proper policies to adapt to the ever-changing society and the phenomenon of the decreasing birth rate. To best prepare themselves for the successful teaching, teachers should apply suitable classroom management to create an effective learning environment for students. The purposes of this study were to explore the relationship among elementary teachers’ personality traits, classroom management, emotional management, and teaching effectiveness in Yunlin County, to examine the differences among the aforementioned dimensions of teachers, and to investigate the predictions of teachers’ personality traits, classroom management, and emotional management on teaching effectiveness. The questionnaire survey method was implemented in this research. The samples were randomly chosen from the elementary school teachers in Yunlin County. A total of 356 questionnaires were collected and the valid questionnaires were 337 with a valid rate of 94.6%. The collected data were analyzed by reliability analysis, factor analysis, relative analysis and regression analysis. Research findings revealed that classroom management had significant effect on emotional management. The findings also showed that classroom management had significantly positive effect on teaching effectiveness. In addition, the results indicated that emotional management had significantly positive effect on teaching effectiveness. Moreover, the finding showed that emotional management had mediating effect on classroom management and teaching effectiveness. Hopefully, the findings of the study may provide the educational authorities, school homeroom teachers and related educators with some useful suggestions.
顯示於類別:	[企業管理學系(管理科學碩/博士班,非營利事業管理碩士班)] 博碩士論文-管理科學碩博士班

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