Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/77345300/25212
Title: 國中教師在教育工作上自我實現之分析
Other Titles: An Analysis Of The Junior High School Teacher's Self-actualization Degree In Their Professions
Authors: 鐘聖校
Issue Date: Jun-1981
Publisher: 國立台灣師範大學教育學系
Department od Education, NTNU
Abstract: 三十年代後期的人格心理學研究,開始注重心理學知識的人道化,由分析、處理病理方面的問題,轉而探究健康者的人格特質(註一)期待將心理學的發現應用於人性建設,且在真正「人」的行為變化中去求驗證。在這一股運動趨勢中,號稱心理學第三勢力的人文心理學,特別標舉出「自我實現」的概念,強調個體天生具有展現內在、充分發揮自我潛能的傾向,重申心理學的任務,在於探討如何發展個人的潛能,實現個人的價值,以增進人格的統整和圓熟,提高個人的生活境界與幸福。本研究有下列四項具體目的:1.探討教師在教育工作上自我實現的理論基礎。2.發展測量教師自我實現的研究工具。3.分析性別、婚姻、任教地區、教育類別、職務、任教年資、任教科目諸變項,是否為構成國中教師自我實現差異的因素。4.歸納研究發現的結果,以作改進師範教育的參考。
Self─actualization is the process of adequately developing one's potential. Since behavior is the function of perception, a person's self─actualizing degree can be approached through analyzing the why he perceives things. According to A. W. Combs & D. Snygg, the characteristics of a self─actualizer's perceptions are(1)seeing himself positively, (2)identifying others positively, and (3)handling with things creatively. Besides investigating the meaning of self─actualization in the teaching profession, this study is undertaken to serve some other purposes:(1)to develop an instrument to measure a teacher's self actualizing degree in his work;(2)to find out if a teacher's self─actualizing degree is affected by factors such as sex, marital status, working place, job training, length of teaching experience and the subject taught. Based on Dr. A. W. Combs' theory, the researcher designed a questionnaire named“my feeling toward my teaching situation.” By the random cluster sampling method, the questionnaire investigated 690 junior high school teachers in different parts of the province 603 questionnaires ere received. The data were analyzed with the two─factor analysis of variance. And if the difference reaches the significant degree, scheff’e method is used.:The results of this survey are as follows:(1)In the“self─acceptance ”perspective domain, females get significantly higher marks than males;married teachers, unmarried ones. (2)In the“Positively Identification”perspective domain, female teachers who didn't receive normal college education get significantly higher marks than males who have the same background. (3)In the“Open Experiences“ perspective domain, married teachers get higher marks than those are unmarried;arts teachers, mathematics teachers;non─mentor male teachers, mentor ones. (4)In the “Self─actualization”domain, which is measured by adding up the scores of the previous three domains, married teaches get significantly higher marked than unmarried ones;arts te
URI: http://rportal.lib.ntnu.edu.tw//handle/77345300/25212
Other Identifiers: 2384D30B-1046-D7A7-047E-D583402221AE
Appears in Collections:教育研究所集刊

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