| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 96 === There are 4 purposes in this study. It is firstly to investigate the viewpoints from Taitung County elementary school teachers toward physical punishment categories, secondly, to investigate punishment categories frequently adopted by the teachers, thirdly to investigate different background variable teachers’ attitude and viewpoints toward physical punishment, and lastly to investigate different background variable teachers’ cognition toward physical punishment law and its responsibility.
The empirical data is collected by questionnaire survey using “Questionnaire of elementary school teachers’ attitude and decree cognition toward physical punishment” compiled by Pan, Jhih Sian (2006). The subjects are Taitung County elementary teachers from 28 schools in 16 townships. There are 374 valid samples collected from 453 questionnaires, which are 34.5％ in total 1313 teachers. The usability rate is 82.6％. It is analyzed by using SPSS 12.0, One-way ANOVA, T-test and chi-square analysis.
The findings are concluded as follows:
1. Teachers are mostly cognize “corporal punishment, freedom limitation, physical training and humiliatory punishment” as physical punishments while “physical labor service and instructional punishment” are not.
2. The most common punishments are “freedom limitation, physical labor service, instructional punishment and outlawry punishment”. “physical training, corporal punishment and humiliatory punishment” are to be avoided.
3. The ratio that approves and disapproves physical punishment is fifty-fifty. It shows no significant difference toward supportability of approving physical punishment among teachers with different background variable. There are differences toward supportability of disapproving physical punishment between teachers with different seniority (11~20＞6~10 years, 21 or above＞6~10 years) and different educational background.
4. Approximately 80％ teachers considerably understand related laws and their responsibility toward physical punishment. Different background variable teachers with different age (30~39＞30 years or under, 40~49＞30 years or under) revealed differences toward cognition of physical punishment law.
Suggestions based on the findings are also provided for related authorities.
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