臺灣國中小教師班級經營與其對校園霸凌反應型態之關聯

Abstract

研究背景：近年校園霸凌事件的頻傳，教師在第一線的觀察與處理角色顯得尤為關鍵，然過去相關研究多聚焦於學生層面或單一事件的處理過程，較少從教師班級經營角度系統性探討其對霸凌事件的因應行為。研究目的：本研究旨在探討臺灣國中小教師的班級經營與其對校園霸凌事件的反應型態的關聯性。研究方法：研究乃橫斷研究，以自編問卷進行全國性調查，樣本採分層隨機抽樣方式，對象為全臺國中小教師，共獲有效樣本1,493份。資料分析包括SPSS 26.0進行描述統計、探索性因素分析、t 檢定、單因子變異數分析（ANOVA）、Spearman與皮爾森相關分析及階層多元迴歸分析，並以 JASP 執行驗證性因素分析。問卷涵蓋班級經營、教師因應校園霸凌之反應、霸凌經驗、自我效能、憤怒同理特質與霸凌態度等構面。研究結果發現：一、教師面對霸凌事件展現多元因應策略，八個反應型態依序為：「主動積極處理」、「與家長溝通協調」、「行為調整」、「教學資源介入」、「懲戒與隔離」、「轉介協助」、「改變班級結構」以及「消極處理」，其中以積極介入策略使用最為頻繁教師班級經營包括兩個面向教學經營與人的經營，皆傾向中度與高度班級經營；二、不同背景變項之教師在霸凌反應行為上呈現顯著差異；三、教師班級經營可區分為教學經營與人的經營兩個向度，整體呈中度至高度傾向；四、不同背景變項之教師在班級經營上呈現顯著差異；五、教師班級經營與其霸凌反應型態間具有顯著關聯；六、班級經營在控制背景變項後，與其反應型態仍具獨立解釋力。研究結果突顯班級經營不僅是課堂管理，更是預防與處理霸凌的關鍵因素，建議未來可強化教師之班級經營與霸凌因應能力培訓，以營造安全支持的學習環境。Background:In recent years, the prevalence of school bullying has drawn increased attention, highlighting the crucial role of teachers as frontline observers and responders. However, most existing research has focused on students or the handling of isolated incidents, with limited systematic exploration from the perspective of teachers’ classroom management styles.Purpose:This study aimed to examine the relationship between Taiwanese elementary and junior high school teachers’ classroom management styles and their response patterns to school bullying incidents.Methods:A cross-sectional design was adopted, using a self-developed questionnaire to conduct a nationwide survey. Stratified random sampling was applied to recruit 1,493 valid participants from elementary and junior high schools across Taiwan. Data were analyzed using SPSS 26.0 for descriptive statistics, exploratory factor analysis, t-tests, one-way ANOVA, Spearman and Pearson correlation analyses, and hierarchical multiple regression analysis. Confirmatory factor analysis was conducted using JASP. The questionnaire assessed dimensions such as classroom management, teachers’ bullying response behaviors, bullying-related experiences, self-efficacy, trait anger empathy, and attitudes toward bullying.Results: 1.Teachers demonstrated diverse strategies when responding to bullying, which were categorized into eight response patterns: (1) proactive intervention and support for victims, (2) communication and coordination with parents, (3) behavior adjustment, (4) instructional resource intervention, (5) disciplinary actions and separation, (6) referral and external support, (7) restructuring classroom dynamics, and (8) passive response. Proactive strategies were most commonly used. 2.Classroommanagement comprised two dimensions—instructional management and interpersonal (people) management, with most teachers demonstrating moderate to high levels in both.3.Significant differences in bullying response behaviors were observed across different teacher background variables.4.Teachers’ classroom management styles significantly differed by demographic factors.5.A significant relationship was found between classroom management style and teachers’ bullying response patterns.6.Even after controlling for background and psychological variables, classroom management remained a stable and significant predictor of teachers’ bullying response behaviors.Conclusion:The findings highlight that classroom management is not only foundational to effective teaching but also plays a critical role in the prevention and intervention of school bullying. It is recommended that future teacher training programs strengthen both classroom management and bullying response competencies to foster a safer and more supportive learning environment.