臺中市國民中學導師服務領導與師生互動相關之個案研究

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dc.contributor游進年zh_TW
dc.contributor.author紀慧萍zh_TW
dc.contributor.authorHuei-Ping Chien_US
dc.date.accessioned2019-08-28T09:35:25Z
dc.date.available2019-7-14
dc.date.available2019-08-28T09:35:25Z
dc.date.issued2014
dc.description.abstract本研究首在探討臺中市國民中學導師服務領導與師生互動之相關，係採個案研究法進行研究，透過半結構式訪談、觀察與文件分析等方式進行資料蒐集與整理。導師服務領導行為包含四個構面：傾聽同理、啟發激勵、真誠服務、建立社群。本研究結論歸納如下： 壹、導師表現出良好服務領導之行為，使得師生互動關係頗佳。 貳、導師在傾聽同理學生的過程中，能傾聽同理學生的心聲，則能帶給學生被關心、安全感及信任感，更為導師帶來成就感。 參、導師在傾聽同理學生後，能提高學生主動與導師互動的意願，並改變學生的態度和觀念。 肆、導師能啟發激勵學生，則能建立學生信心，讓導師也能獲得回饋。 伍、導師在啟發激勵學生後，能引導其訂定目標，態度亦漸趨主動積極。 陸、導師能真誠對待學生，可增加師生親密度，拉近彼此距離，讓學生感受到實質的公平。 柒、導師在真誠服務學生後，會使學生願意遵循導師的指導，能真誠待人且服務他人。 捌、導師能善用同儕力量，為學生建立社群，則能促進班級和諧，提高學生的歸屬感。 玖、導師為學生建立社群後，學生能學習為自己的行為負責，並主動協助同儕。 根據上述之研究結果，提供建議以供導師、學校教師及後續研究者之參考。zh_TW
dc.description.abstractThe purpose of this study was aimed to investigate the relationship between homeroom teachers’ servant leadership and interactions of teachers and students in junior high schools in Taichung city. Semi-structured interview, classroom observation and documentary analysis were administered to collect the pertinent data. There are four dimensions included in the homeroom teachers’ servant leadership: listening with empathy, inspiring others with enlightenment, serving with sincerity and building warm communities. The conclusions of the research are as follows: I.The interaction relationship between teachers and students gets better through the homeroom teacher’s servant leadership behaviors. II.If the homeroom teacher concerns students with empathy, they can also obtain accomplishment in the process. Students can also feel secured and believed. III.After listening and empathizing, the homeroom teachers can improve students' willingness to interact with teachers, change students' attitudes and perceptions toward the relationship. IV.When the homeroom teachers inspire and encourage students, they can build students' confidence and gain some feedback, too. V.After inspiring and encouraging students, the homeroom teachers can guide them to set goals and intrigue their initiative attitudes. VI.The relationship can gets closer if the homeroom teacher treats students with sincerity. VII.Students can follow the homeroom teacher’s guide, treat others sincerely and be willing to serve others if the homeroom teacher treats them with sincerity. VIII.When the homeroom teachers use the power of peers, they can create a community and a harmonious atmosphere to make students feel warm and belonged. IX.After the homeroom teachers build the community, students can be more responsible for their own behaviors and willing to help others. Base on the conclusions, some suggestions were offered to the school homeroom teachers, subject teachers and further researchers respectively.en_US
dc.description.sponsorship教育學系zh_TW
dc.identifierGN0698000466
dc.identifier.urihttp://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0698000466%22.&%22.id.&
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/90235
dc.language中文
dc.subject服務領導zh_TW
dc.subject師生互動zh_TW
dc.subjectservant leadershipen_US
dc.subjectthe interaction of teachers and studentsen_US
dc.title臺中市國民中學導師服務領導與師生互動相關之個案研究zh_TW
dc.titleA Case Study on the Relationship between Homeroom Teachers’ Servant Leadership and Interactions of Teachers and Students in Junior High Schools in Taichung Cityen_US

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