| Summary: | 碩士 === 國立屏東教育大學 === 社會發展學系碩士班 === 95 === The purpose of this study is to look at the relationship between elementary school teachers’ impression management strategies and interpersonal communication competence. By looking at diverse backgrounds, the author conducts a research to study the relatedness and difference of impression management strategies and interpersonal communication competence. The data collected and analyzed by the author are derived from the results of questionnaire surveys and documents’ analyses. These documents consist of domestic and overseas researches related to impression management and interpersonal communication. This study adopts a method of questionnaire survey. Teachers teaching at public elementary schools in Kaohsiung City and Kaohsiung County were targeted as the population. This study surveyed the faculty of 25 elementary schools, where 520 teachers were selected as the study sample through stratified random sampling, and 467 valid questionnaires were retrieved and collected. The tool used was “The Questionnaire of Elementary Teachers’ Impression Management and Interpersonal Communication Competence” developed by the researcher. The data collected from the surveys were treated and analyzed by using means of descriptive statistics, t-test, one-way variance of analysis, Pearson’s product-moment correlation method, and regression.
Conclusions are drawn as follows:
1. Defensive strategies are highly used by elementary school teachers； however, assertive strategies and adjustment strategies are rarely implemented by them.
2. Elementary school teachers have excellent abilities of interpersonal communication, especially in listening skills and empathy skills.
3. The novice elementary school teachers utilize more impression management strategies than senior elementary school teachers.
4. The interpersonal communication abilities of middle-size school teachers’ are better than big-size school teachers’.
5. Elementary school teachers in Kaohsiung City possess better interpersonal communication abilities than elementary school teachers in Kaohsiung County.
6. Teachers using more assertive strategies have better interpersonal communication abilities, and teachers using more defensive strategies and adjustment strategies have lower interpersonal communication abilities.
7. Elementary school teachers’ adjustment strategies can interpret and predict interpersonal communication abilities.
The conclusions above have the following implications:
1. For educational administrative organization and school administrative :
（1）promote innovative thinking and cooperative atmosphere for schools’ staff to implement impression management and to improve interpersonal communication abilities.
（2）have activities and lecture courses about interpersonal communication to advance teachers’ interpersonal communication abilities.
（3）provide diverse educational training curriculum to improve teachers’ presentation skills.
（4）hold varied activities to upgrade teachers’ social interaction skills.
2. For teachers:
（1）proactively implement assertive strategies to create personal positive impression.
（2）learn related knowledge about interpersonal communication to improve interpersonal communication abilities.
（3）open their minds and share information with others to broaden interpersonal communication networks.
3. For future studies :
（1）broaden the scope of the population.
（2）adopt different questionnaires or other research methods to implement questionnaire surveys.
（3）look at impression management and interpersonal communication abilities by using a third-party view.
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