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Discipline of Chief of Behavior Section and Homeroom Teacher: A Study of Junior High School Teachers In Taipei City and New Taipei City
Chief of behavior section
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.
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