A Study of the Relationship between Classroom Management Belief and Classroom Management Effectiveness of the Taichung City Elementary Classroom Teachers

• Main Authors: Chang, Chia-Wei, 張家瑋
• Other Authors: 簡紅珠
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/71467973064729789342

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 97 === The main purpose of this research is to investigate the relationship between classroom management belief and classroom management effectiveness of the Taichung city elementary classroom teachers. More specific research questions of the study are the followings: 1. What classroom management beliefs are held by the Taichung city elementary classroom teachers? 2. Is there any significant difference among the teachers of different characteristics in their classroom management belief? 3. How do the elementary classroom teachers perceive their own classroom management effectiveness? 4. Is there any significant difference among the teachers of different characteristics in their perceived classroom management effectiveness? 5. What’s the relationship between classroom management belief and classroom management effectiveness of the teachers? A questionnaire was administered to 580 Taichung city elementary classroom teachers. . Descriptive statics, t-test, ANOVA, Pearson’s product-moment correlation, and canonical correlation were used to analyze the data. The findings are as follows: 1. In classroom management, most of the teachers are found holding either interactive or supporting belief, some are found holding enforcing belief, and still a few are found holding abdicating belief . 2. The teachers perceive themselves to be highly effective in classroom management. 3. There are significant differences in classroom management belief among the teachers of different characteristics, including gender, class grade-level and school size. (1) Teachers of upper grade classes hold stronger interactive belief than those in lower grade classes. Teachers of upper grade classes hold stronger abdicating belief than those in intermediate grade classes. (2) Teachers in larger schools with more than 25 classes hold stronger enforcing belief than those in smaller school . 4. There are significant differences in classroom management effectiveness among the teachers of different characteristics, including gender, age, teaching experience, class grade-level, and school size. (1) Female teachers, compared to male ones, perceive themselves to be more effective in classroom management. (2) Elder teachers, compared to younger ones, perceive themselves to be more effective than in classroom management. (3) Experienced teachers, compared to inexperienced ones, perceive themselves to be more effective in classroom management. (4) Teachers of intermediate grade and lower grade classes, compared to those of upper grade classes, perceive themselves to be more effective in classroom management. (5) Teachers in larger schools, compared to those in smaller schools, perceive themselves more effective in creating pleasant class atmosphere. 5. There is significant correlation between classroom management belief and effectiveness . (1) Teachers’ perceived classroom effectiveness are positively and significantly related to supporting, interactive, and enforcing classroom management belief respectively. (2) There is negative correlation between abdicating classroom management belief and classroom management effectiveness. Based on above findings the researcher offers some suggestions.