Study of the relationship between emotional management of elementary school regular grade teachers and classroom climate of elementary schools in Pingtung County

• Main Authors: Chou shih chuan, 周世娟
• Other Authors: 郭明堂
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/03313842316066660065

碩士 === 國立屏東師範學院 === 教育行政研究所 === 93 === The objective of this study is to understand the current condition of the emotional management of elementary school regular grade teachers, classroom climate defined by the students, and the relationship between them; the schools studied were elementary schools in Pingtung County. Means of questionnaires was used and the target group includes the elementary school regular grade teachers and the students of the 6th grade. In principle, layered random sampling and simple random sampling were used. As a result, there were 35 schools surveyed which includes 83 elementary school regular grade teachers and 1854 students. Valid questionnaires returned conclude 83 classes; which enclose 83 elementary school regular grade teachers and 1838 students. The research tools used during this study were “Questionnaire of emotional management of elementary school regular grade teachers” and “Questionnaire of classroom climate in elementary schools”. The returned surveys were statistically compiled and analyzed by t-test, one-way ANOVA, Pearson’s product-moment correlation and stepwise multiple regression analysis. The results of the study are as of the followings: 1.Most of elementary school regular grade teachers in Pingtung County possess good emotional management. 2.The integral classroom climate conceived by the 6th grade students of the elementary schools in Pingtung County are of better than moderate. As of different layers, the best climate is the “teacher’s support” and the worst one is “order and organization”. 3.Elementary school regular grade teachers of different ages and seniorities are different in the integral emotional management and layers. 4.Students are aware of the different classroom climate regarded by different sex, teaching seniority and level of education of elementary school regular grade teachers. 5.The emotional management of elementary school regular grade teachers and the classroom climate conceived by the students are greatly related in elementary schools. 6.Varied classroom climate conceived by the students is among the classes of teachers with unstable emotional management; nevertheless, a better classroom climate is conceived in the classes of teachers with higher emotional management. 7.Emotional management of elementary school regular grade teachers could forecast a classroom climate effectively.