| Summary: | 碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 97 === The purpose of this study was to explore the association between “ family-of-origin” experiences of elementary school teachers and their student-teacher relationship.Teachers’ background variables against student-teacher relationship was investigated. Regression of “ family-of-origin” experiences and background variables on student-teacher relationship was analyzed.
Questionnaire survey method was employed. The study adopted "family-of-origin scale" for the overall perceptions of feeling healthy, as well as "teacher-student relationship scale" containing three dimensions: "satisfaction", "support" and "conflict". A total of 363 valid questionnaires were collected. Data were analyzed through descriptive statistics , one-way ANOVA, two-way ANOVA, Pearson’s product-moment correlation, and regression. Results were as follows:
1. Teachers’ perception of the student-teacher relationship varied from their years of service. The longer years of teachers’ service, the more satisfactory and less conflict on the student-teacher relationship.
2. Teachers’ gender, marital status, educational background, and the grade of teaching did not produce significant differences.
3. There is a significant positive correlation between teachers’ family-of-origin experiences and their satisfaction on student-teacher relationship. However, teachers’ family-of-origin experiences correlated negatively with the conflicts of student-teacher relationship.
4. Teachers’ family-of-origin experiences accounted for about 13.4% of the variance of student-teacher relationship after teachers’ service years explaining 2.6% of it.
This study concluded that the healthier family-of-origin experiences the teachers perceived, the more positive student-teacher relationship they received. Teachers’ family-of-origin experience can effectively predict student-teacher relationship. Suggestions on methods as well as implications in practice were proposed at the end of the thesis.
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