國小教師體罰態度及對零體罰教育政策態度之調查研究－以臺南縣市為例

南華大學機構典藏系統 > 人文學院 > 生死學系(生死學系碩士班,哲學與生命教育碩士班) > 博碩士論文-生死學系碩士班 > Item 987654321/19679

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题名:	國小教師體罰態度及對零體罰教育政策態度之調查研究－以臺南縣市為例
其它题名:	The survey of elementary school teachers' attitude toward corporal punishments and the educational policy of zero corporal punishments--Take Tainan for example
作者:	林美秀 Lin, Mei-hsiu
貢獻者:	生死學研究所歐慧敏 Hui-min Ou
关键词:	零體罰教育政策;配套措施;國民小學;零體罰;教師 zero corporal punishment;zero corporal punishment educational policy;relative measures.;teacher;national elementary school
日期:	2008
上传时间:	2015-03-19 11:46:26 (UTC+8)
摘要:	本研究旨在探討臺南縣市國小教師對體罰態度及對零體罰教育政策態度，包含比較不同背景變項的國小教師其體罰態度及對零體罰教育政策態度的差異、體罰態度及對零體罰教育政策態度之間的相關性，以及國小教師對零體罰教育政策各項相關配套措施在應然面與實然面的意見。本研究採問卷調查法，使用研究者自編的「臺南縣、市國小教師體罰態度及對零體罰教育政策態度」量表為工具，以臺南縣市教師為研究對象，發出問卷738份，回收604份，回收有效問卷率為81％。資料分析採用描述性統計分析、相依樣本t考驗、單因子變異數分析、Pearson積差相關等統計方法。綜合研究發現，歸納結論如下：一、國小教師體罰態度上，在「彈性使用」層面偏向「有點同意」，在「實際效用」及「有害無利」二層面偏向「有點不同意」。二、國小教師對零體罰教育政策態度上，在「政策理想性」層面略偏「有點同意」，在「政策負面影響」層面也略偏「有點同意」。三、國小教師在不同服務年資、專業養成方式、擔任職務、班級學生數、有無子女的背景變項下，其體罰態度在三層面均無顯著差異。四、國小教師在不同服務年資、專業養成方式、擔任職務、班級學生數、有無子女的背景變項下，其對零體罰教育政策態度在二層面均並無顯著差異。五、國小教師體罰態度三層面與零體罰教育政策態度二層面之間有顯著相關。六、國小教師認為「明確界定體罰、處罰與管教的範圍」、「依學校規模及實際需求，配置足夠專業人力輔導學生」、「確實協助教師提昇輔導知能」、「確實協助教師提昇正向管教技巧」、「確實協助教師提昇情緒管理能力」、「明確規範學校行政單位的職責」、「明確規範家長的職責」、「設置學生問題懲戒單位」、「設置教師體罰申訴管道保障教師權益」、「明確訂定學生違規等級分級處理」這十項配套措施在應然面與實然面有顯著差異。　　The main purpose of this research is inquiring into the elementary school teachers’ attitude toward “corporal punishment” and “ the educational policy of zero corporal punishment” in Tainan. The research including the comparison and discrepant conditions of teachers’ attitude in different backgrounds to “corporal punishment” and “ zero corporal punishment educational policy”, the relation between them, and elementary school teachers’ opinions about “ should-do” and “ “real-do” on measures relative to “zero corporal punishment educational policy”. The method of this research is questionnaire and the instrument constructed by this researcher is “the scale of elementary school teachers’ attitudes toward the corporal punishment and the zero corporal punishment educational policy in Tainan.” Subjects are teachers chosen from elementary schools of Tainan, 738 questionnaires were sent out, 604 questionnaires were collected and the effectiveness of recovery rate was 81%. The investigated data is analyzed by the descriptive statistics, paired t-test, one-way ANOVA and Pearson product-moment correlation. By summarizing analyses, the research induced conclusion as follows:1. The elementary school teachers’ attitudes toward “corporal punishment” tend to a bit agree in “elasticity used corporal punishment” aspect, and in “real efficacy “and ”pernicious and no benefits” aspect tend to a bit don’t agree.2. The elementary school teachers’ attitudes toward “corporal punishment” tend to a bit agree in “ideal policy” aspect, and in “policy negative influence” aspect tend to a bit agree also.3. There are no significant differences at all the three aspects in the attitude of the teacher corporal punishment depending on the seniority, level of education, position, the number of class students and having possession of children or not.4. There are no significant differences at all the two aspects in the attitude of the teacher zero corporal punishment education policy depending on the seniority, level of education, position, the number of class students and having possession of children or not.5. There are obvious negative correlations between the attitude at all the three aspects toward corporal punishment and at all the two aspects of zero corporal punishment education policy.6.In elementary school teachers’ perspective, there are significant differences between “should-do” and “real-do” on 10 relative measures about the clear definitions to “corporal punishment, punishment and management”, “school administrative positions and responsibilities”,” parents’ duties”,” the solution scales of students’ violation”; the assistants of” increasing teachers’ capability ”, “polishing teachers’ positive management skills ”, “ advancing teachers’ emotional control ”indeed; to set up” the organizations of students problems punishments”, “the access of teachers corporal punishment to ensure teachers’ right”, “ the assignments of abundant professional staffs to help students based on the scale and real needs of schools”.
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