The effects of elementary teachers'' normative power upon the sixth grade students'' classroom involvement

• Main Authors: Hsing Ming Lee, 李新民
• Other Authors: Tsahn Deng Tseng
• Format: Others
• Language: zh-TW
• Published: 1994
• Online Access: http://ndltd.ncl.edu.tw/handle/64779445075318838555

碩士 === 國立台南師範學院 === 初等教育學系 === 82 === This study basically assumes that organizations utilizing normative power typically have lower participants who are moral in their involvement, which is one of the major proposi- tions of A.Etzioni''s compliance theory. There are three purposes in this study: 1.to develop a practical teacher''s normative power model; 2.to test the effectiveness of teacher''s normative power on sixth grade students'' classroom involvement; 3.to mention recommendation for improving the classmanagement. Both literature analysis and quasi experiment were used in this study. The analysis of education and other related literatures was an attempt to develop the teacher''s normative power model. To test the effectiveness of the teacher''s norm- ative power model, a pretest-posttest nonequivalent design was used. 84 students from Chen Chang elementary school in Kaohsiung city formed as the subjects. Data was collected through semistructured interviews and measures on a 5-point Likert-type scale. Statistic formulas used for the qualitative data analysis were analysis of covariance, standard multiple regression analysis. The major conclusions of this study are: 1. The teacher''s normative power model is available for class- room management. 2. The teacher''s normative power model stresses the linking of symbolic means systematically, students'' active awareness, and double-loop learning design. 3. Quantitative results showed that the experimental group students''s classroom involvement was significantly higher than the control group''s. Basic assumption of this study was supported in this experiment treatment. 4. Teacher traits, teacher pre-service education and in-service education, and educational administration system are associated with the effects of the teacher''s normative power model.