A Study of the Relevance among Elementary School Teachers’ Thinking Styles, Teaching Behavior and Classroom Climate in Kaohsiung City

• Main Author: 蔡佩芳
• Other Authors: 黃文三
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/00828087495074640680

碩士 === 高雄師範大學 === 教育學系 === 97 === The purpose of the study was to investigate the relationship among the Kaohsiung city’s elementary school teachers’ thinking styles, teaching behavior and classroom climate. The research method on this study is survey research, and the subjects were public elementary school teachers in Kaohsinug. Based on the scales of the schools, a total of 538 teachers from 31 schools were selected through stratified sampling method. The collected data were analyzed by using the statistical methods of One-Way ANOVA, Pearson Product-Moment Correlation, and Multiple Regression. The conclusions of this study are: 1.The current state of the elementary school teachers’ thinking styles is upper middle level. Among the sub-scores, “monarchic” is the highest. 2.The current state of the elementary school teachers’ teaching behavior is upper middle level. Among the sub-scores, “classroom management” is the highest. 3.The current state of the elementary school teachers’ classroom climate is upper middle level. Among the sub-scores, “teachers’ support and innovation” is the highest. 4.The teachers getting high scores in the thinking styles have better performance on the teaching behavior and classroom climate. 5.The higher perception of teaching behavior is, the better performance of classroom climate will be. 6.The perception of thinking styles predict the performance of teaching behavior fine, especially the “hierarchic” aspect. 7.The perception of thinking styles predict the performance of classroom climate fine, especially the “liberal” aspect. Based on the data analysis results, this study provides suggestions respectively on educational administrative organizations and schools, teachers and future studies.