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A Study on the Relationship Between Emotion Management and Classroom Management Effectiveness of Junior High School Teachers in Taoyuan City
teachers’ emotional management
classroom management effectiveness
Taoyuan City junior high school teachers
This study was to understand junior high school teachers’ emotion management and classroom management effectiveness in Taoyuan City. First, the current situations of the particiapnts’ emotion management and classroom management effectiveness were explored. Then, the emotion management and classroom management effectiveness of the participants of different backgrounds were compared. At last, the relevance and prediction of the participants’ emotion management and classroom management effectiveness were investigated. The participants of this study included the public junior high school teachers in Taoyuan City. The research method of this study is questionnaire survey with the instrument named “A Questionnaire of Junior High School Teachers’ Emotion Management and Classroom Management Effectiveness.” The questionnaires were distributed to 11 schools and 505 valid samples were retrieved. After the questionnaires were collected, the researcher testified the hypothesis with descriptive statistics analysis, independent sample t test, one-way analysis of variance, Pearson’s correlation and gradually multiple regression analysis. The findings of the study are as follows: 1.The emotion management capabilities of most of the participants are in high-intermediate level, and the dimensions of emotion management performance are fair, among which "emotion awareness" scores higher. 2.Most of the participants are better in classroom management effectiveness, and the dimensions of classroom management performance are fair, among which "classroom climate" scores higher. 3. Gender, marital status and position make significant differences in the emotion management of the participants. 4. Gender, years of teaching and marital status make significant differences in the classroom management effectiveness of the participants. 5. A positive correlation is found between the emotion management and the classroom management effectiveness of the participants. 6. The performances of the participants’ emotion management take effect on the predictability of the performances of the participants’ classroom management effectiveness.
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