桃園市國民中學教師情緒管理與班級經營效能關係之研究

Abstract

本研究旨在探討桃園市國民中學教師情緒管理與班級經營效能之關係。首先瞭解桃園市國民中學教師情緒管理與班級經營效能之現況，並比較不同背景之桃園市國民中學教師在情緒管理與班級經營效能之差異情形，最後探討桃園市國民中學教師情緒管理與班級經營效能之相關情形與預測力。 本研究以108學年度桃園市公立國民中學教師為研究對象，並採用問卷調查法進行研究，以參考學者並編擬之「桃園市國民中學教師情緒管理與班級經營效能調查問卷」作為資料蒐集之研究工具，共抽取11所學校，540位桃園市國民中學教師為研究樣本進行調查，量表回收有效樣本為505份，將所得資料以描述性統計分析、獨立樣本ｔ考驗、單因子變異數分析、皮爾遜積差相關、逐步多元迴歸分析等統計方法進行資料分析，並獲得以下研究結果： 1.桃園市國民中學教師具有中上的整體情緒管理能力，情緒管理各向度的現況也 屬良好，其中以「情緒的覺察」得分較高。 2.桃園市國民中學教師具有高的整體班級經營效能，班級經營效能各向度的現況 也屬良好，其中以「班級氣氛」得分較高。 3.不同性別、婚姻狀況、職務之桃園市國民中學教師在情緒管理上有顯著差異。 4.不同性別、任教年資、婚姻狀況之桃園市國民中學教師在班級經營效能上有顯 著差異。 5.桃園市國民中學教師情緒管理與班級經營效能呈現顯著正相關。 6.桃園市國民中學教師在情緒管理各層面對班級經營效能各層面均具有預測力。

This study was to understand junior high school teachers’ emotion management and classroom management effectiveness in Taoyuan City. First, the current situations of the particiapnts’ emotion management and classroom management effectiveness were explored. Then, the emotion management and classroom management effectiveness of the participants of different backgrounds were compared. At last, the relevance and prediction of the participants’ emotion management and classroom management effectiveness were investigated. The participants of this study included the public junior high school teachers in Taoyuan City. The research method of this study is questionnaire survey with the instrument named “A Questionnaire of Junior High School Teachers’ Emotion Management and Classroom Management Effectiveness.” The questionnaires were distributed to 11 schools and 505 valid samples were retrieved. After the questionnaires were collected, the researcher testified the hypothesis with descriptive statistics analysis, independent sample t test, one-way analysis of variance, Pearson’s correlation and gradually multiple regression analysis. The findings of the study are as follows: 1.The emotion management capabilities of most of the participants are in high-intermediate level, and the dimensions of emotion management performance are fair, among which "emotion awareness" scores higher. 2.Most of the participants are better in classroom management effectiveness, and the dimensions of classroom management performance are fair, among which "classroom climate" scores higher. 3. Gender, marital status and position make significant differences in the emotion management of the participants. 4. Gender, years of teaching and marital status make significant differences in the classroom management effectiveness of the participants. 5. A positive correlation is found between the emotion management and the classroom management effectiveness of the participants. 6. The performances of the participants’ emotion management take effect on the predictability of the performances of the participants’ classroom management effectiveness.