| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 97 === Abstract
The purpose of this study was to explore the relationships among emotional management, teacher self-efficacy, and coping strategies of teacher-student conflict of elementary school teachers in Kaohsiung City. This research investigated the current state of emotional management, teacher self-efficacy, and coping strategies of teacher-student conflict by examining background variables. And then, analyze the interrelation of each other and to detect the differences.
The research method was questionnaire survey. The sample of 572 teachers was randomly selected, and 540 valid questionnaires were collected. The statistic data were analyzed by t-test, one-way ANOVA, correlation and regression.
The major findings from the analysis were as follows:
1. Elementary school teachers in Kaohsiung City had good emotional management ability and teacher self-efficacy. The most common choice of coping strategies for teacher-student conflict was "integrated strategy."
2. Elder teachers and those with longer service seniority had better emotional management and teacher self-efficacy.
3. Male teachers had better general self-efficacy and teacher self-efficacy than female teachers.
4. Administrative teachers had better teacher self-efficacy than homeroom teachers.
5. Teachers with better emotional management tended to use "integrated strategy" in teacher-student conflict.
6. Teachers with high levels of emotional management had better teaching efficacy and teacher self-efficacy.
7. Teachers with higher teacher self-efficacy tended to use "compromise" strategy in teacher-student conflict.
8. Emotional management and teacher self-efficacy were the most predicable factor for predicting "integrated strategy".
According to the above results, suggestions for educational administration, counseling, elementary school teachers, and future research were recommended.
Key words: emotional management, teacher self-efficacy, coping strategies of teacher-student conflict
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