臺北市國民中學教師知覺親師衝突原因及處理方式之研究

Abstract

本研究以臺北市國民中學教師為研究對象，探討其知覺親師衝突原因及其處理方式。為達成研究目的，本研究先進行文獻探討理出可行之理論參照，並據以發展出研究架構。接著採用問卷調查法蒐集實證資料，並以「臺北市國民中學教師知覺親師衝突原因及處理方式調查問卷」為研究工具，針對臺北市國中教師進行意見調查，問卷共寄出670份，回收512份。並分別以描述統計之平均數、標準差等以了解整體受試者的意見，及獨立樣本t檢定、單因子變異數分析以及皮爾森積差相關等驗證各項研究問題。 經由前述文獻探討與問卷調查，本研究得出以下結論： 壹、對於親師衝突的原因，臺北市國民中學教師所知覺到的發生頻率集中於 「有時」發生。 貳、「親師溝通不良」是臺北市國民中學教師所知覺到的親師衝突首要原因。 參、臺北市不同背景國民中學教師對親師衝突原因的知覺頗為接近。 肆、臺北市國民中學教師面對教師親師衝突時，最常採取「合作」的處理方式，最少採用「逃避」的處理方式。 伍、臺北市不同背景國民中學教師對親師衝突的處理方式有所不同。 陸、臺北市國民中學教師知覺親師衝突原因與處理方式之間的關係呈現低度到中度的正相關。 依據上述結論，本研究分別對教育主管單位、師資培育機構、學校行政、基層教師以及後續研究提出參考建議。This study aims to investigate the sources of the parent-teacher conflict and the way to tackle it, utilizing junior high school teachers in Taipei City as the subjects. To achieve the purpose of the study, some literature was first reviewed to form the applicable theoretical framework and research structure, followed by a questionnaire to collect the empirical data. The questionnaire was adopted as the research method and entitled “The questionnaire on the sources of parent-teacher conflicts and the solving methods among the junior high teachers in Taipei City,” with the attempt to look into the opinions of those junior high school teachers. 670 copies of the questionnaire were sent while 512 of them were recruited. Descriptive means and standard derivation were analyzed to examine the overall opinions of the subjects. Independent T-test, One-way ANOVA and Pearson Correlation Analysis were meanwhile employed to answer the research questions. After reviewing the relevant literature and analyzing the result of the questionnaire, the following conclusions are reached: 1. Concerning the sources of parent-teacher conflicts, the junior high school teachers in Taipei City perceived that the frequency was mostly “sometimes. ” 2. “A bad parent-teacher communication” is the main reason that the junior high school teachers in Taipei City have perceived regarding their conflicts. 3. In Taipei City, junior high school teachers of different backgrounds take similar attitudes toward the perception of parent-teacher conflicts. 4. When faced with parent-teacher conflicts, junior high school teachers in Taipei City adopt a “cooperative” method most frequently while use an “avoidance” strategy least frequently. 5. In Taipei City, junior high school teachers of different backgrounds deal with parent-teacher conflicts differently. 6. The relationship between the perception of parent-teacher conflicts and the solving methods among the junior high school teachers in Taipei City is positively related to a low to medium degree. According to the above-mentioned conclusions, the study proposed some suggestions for the educational administrations, institutions for teacher-cultivation, school administrations, grass-roots teachers and the future research.