桃園縣國民中學社會科教師的教師觀點與學校不利教學氣氛關係之研究

Abstract

本研究旨在了解桃園縣國民中學社會科教師的教師觀點與學校不利教學氣氛之現況，以及不同背景變項之國民中學社會科教師，在教師觀點與學校不利教學氣氛是否有差異，並分析兩者的相關情形。 為達上述目的，本研究以一百學年度第二學期在該校服務至少滿一學期之桃園縣國民中學社會科教師為對象，包含歷史、地理、公民科之領有合格教師證之正式專任編制及代理教師。於2012年2月下旬到3月下旬以多階段抽樣方式（分層、系統、叢集抽樣），抽取312位教師，並以「國中社會科教師觀點與學校氣氛調查問卷」進行問卷調查。問卷回收264份，有效問卷250份，有效問卷回收率為80.1%。所得資料以SPSS 19.0 for Windows統計套裝軟體進行問卷信、效度、描述統計、卡方考驗、多變項變異數，以及典型相關分析。 本研究結果歸納如下： 一、桃園縣國中社會科教師最主要的教師觀點是反思探究，且超過三成以上的 教師並非固守單一觀點，而是混雜著不同的觀點，並以反思探究、據理社 會批判和個人發展三種觀點的彼此組合為主。 二、桃園縣國中社會科教師知覺最主要的學校不利教學氣氛為競試氣氛與悲觀 氣氛。 三、「社會科學」觀點方面，專任教師的得分顯著高於教師兼導師；「反思探 究」觀點方面，教師兼行政（主任、組長、副組長）的得分顯著高於教師 兼導師；「個人發展」觀點方面，教師兼行政（主任、組長、副組長）、 任教於縣轄市的教師得分也顯著高於教師兼導師、任教於鄉鎮的教師。 四、「官僚氣氛」方面，學校規模61班以上的教師得分顯著高於36班至60班 的教師；「競試氣氛」方面，學校規模61班以上教師的得分顯著高於35班 以下的教師。 五、知覺學校「官僚氣氛」高的社會科教師，較不具反思探究、據理社會批判 與個人發展等社會科教師觀點；知覺學校「競試氣氛」高的社會科教師， 在教師觀點方面多偏向反思探究、據理社會批判與個人發展。The purposes of this study were to understand the current teacher perspectives and the perceived adverse school climates among social studies teachers of junior high schools in Taoyuan County, and to examine the relationship between teacher perspectives and adverse school climates. This study used a cross-sectional research design. Multi-stage sampling was used to obtain the desired sample. Three hundred and twelve social studies teachers were selected from 28 junior high schools in Taoyuan County. The data were collected using “The Inventory of Teacher Perspectives and Perceived School Climates of Junior High School Social Studies Teachers’’. The inventory consisted of three parts: Teachers’ Background Information, Social Studies Teachers’ perspectives Scales, and School Climates Scales. A total of 260 responses were received and among them 250 were valid. The valid response rate was 80.1%. Reliability, descriptive statistics, one-way MANOVA, and canonical correlation analyses were conducted to analyze the data using SPSS 19.0 for Windows. The major findings are listed as followings: First, the reflective inquiry is the most prevalent teacher perspectives of social studies teachers in Taoyuan junior high schools. Furthermore, more than 30% of the teachers are not clinging to a single teacher perspective, but possess a mixed perspective, especially a two by two combination among reflective inquiry, informed social criticism and personal development. Second, the most widespread adverse school climates perceived by the social studies teachers in Taoyuan junior high schools are that of competitive climate and climates of perceived pupil pathology and pedagogical pessimism. Finally, social studies teachers who perceive a higher bureaucratic climate are teachers who identify themselves less in the perspectives of reflective inquiry, informed social criticism and personal development. Still, the teachers who perceive a higher competitive adverse climate are teachers who identify themselves more in the perspectives of reflective inquiry, informed social criticism and personal development.