臺北市公立國中教師校規運用與班級經營效能關係之研究

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2013

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本研究旨在探討臺北市公立國中教師校規運用與班級經營效能之關係,研究目的有五: 一、探究臺北市公立國中教師對於校規運用的現況;二、調查臺北市公立國中教師其班級經營效能之現況;三、分析臺北市公立國中老師之校規運用與班級經營效能的關係;四、探究臺北市公立國中教師校規運用對於其班級經營效能之預測情形;五、依據研究結果提出建議與策略,以供現職國中教師於班級經營上參考應用及提供教育行政機關政策擬定之參考。本研究之研究方法為問卷調查法,以臺北市公立國中教師為研究對象。在問卷調查部份,共抽教師1172名,回收1008 份,有效問卷996 份,有效回收率為84.98%。將問卷調查所得資料進行描述統計、獨立樣本 t 考驗、單因子變異數分析和多元迴歸分析等統計方法後,獲得下列結論: 一、國中教師校規運用的情形良好,其中以「校規理解」的構面最佳,其餘構面如「校規認同」、「校規使用」與「校規建構」則次佳。 二、國中教師班級經營效能的情形良好,無論「班級常規經營」、「自我教學信念」、「班級氣氛塑造」與「親師合作互動」程度上皆達到正向。 三、資深、兼任行政人員或導師、學校規模較大的國中教師,其校規運用的程度較高。 四、資深、兼任行政人員或導師、學校規模較大的國中教師,其「班級常規經營」的程度較高。 五、國中教師校規運用的程度越高,其班級經營效能的預測情形就越佳。
This study aims to explore relation between practice of school rules and effectiveness of classroom management. There are five purposes in this study: (1) to explore the current situation of practice of school rules in public junior high schools in Taipei city, (2) to investigate the current situation of effectiveness of classroom management in public junior high schools in Taipei city, (3) to analyze relation between public junior high teachers’ practice of school rules and their effectiveness of classroom management in Taipei city, (4) to investigate how well Taipei city public junior high teachers’ practice of school rules predicts their effectiveness of classroom management, (5) to give suggestions to junior high teachers and policy makers as references. Questionnaire survey was employed and junior high teachers were targeted participants in this study. 1,172 junior high school teachers participated in this survey and 1,008 questionnaires were collected in which 996 were effective. Overall effective response rate was 84.98%. Collected data were analyzed by descriptive statistics, independent-sample T test, one-way ANOVA, and multiple regression analysis. The conclusions are as follows. (1) Junior high school teachers’ practice of school rules is overall good. The dimension “understanding of school rules” is the best, while other dimensions like “school rules identification”, “school rules use” and “school rules formation” follow. (2) Junior high school teachers’ practice of school rules is overall good. Dimensions such as “classroom management”, “individual teaching belief”, and “classroom atmosphere shaping” are all positive. (3) Senior teachers, teachers with administrative work, homeroom teachers, and teachers in larger-scale schools practice school rules better. (4) Senior teachers, teachers with administrative work, homeroom teachers, and teachers in larger-scale schools manage classrooms better. (5) The better teachers practice school rules, the more predicts their effectiveness of classroom management is.

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校規, 班級經營效能, school rules, effectiveness of classroom management

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