| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 98 === The purpose of this study is to explore the personality traits, emotional management and teacher efficacy of the junior high school teachers in Tainan City and to analyze if there is any relationship among them. The study is conducted by means of questionnaire survey with “Questionnaire on Personality Traits, Emotional Management and Teacher Efficacy of the Junior High School Teachers in Tainan City.” 1796 teachers are randomly sampled from 18 junior high schools in Tainan City. Among the collected questionnaires, 624 were valid. The effective questionnaire was 95%. The collected data was analyzed by statistical methods, including mean, standard deviation, t-test, one way ANOVA, Pearson’s product-moment correlation, Canonical correlation, and stepwise multiple regression analysis.
Based on the analyzed results, the followings are concluded:
1.The overall personality traits of junior high school teachers in Tainan City are positive , among which the level of “agreeableness” is the highest.
2.The overall emotional management ability of junior high school teachers in Tainan City is high intermediate , among which the level of “emotional sense” is the highest.
3.The overall teacher efficacy of the junior high school teachers in Tainan City is high intermediate. Among which, the level of efficacy for instructional strategies and the level of efficacy for classroom management are obviously higher than the level of efficacy for student engagement.
4.The overall personality traits are positive among the junior high school woman teachers who were graduated from university, aged above 51 ,with more than 16 years of teaching experience.
5.The overall emotional management are better among the junior high school woman teachers who were graduated from university, with less 5 year teaching experience.
6.The overall teacher efficacy are higher among the junior high school woman teachers who were aged above 51 and with the teaching experience of more than 26 years.
7.The junior high school teachers who have higher level of “openness” in these five personality traits have better teacher efficacy.
8.The more positive for personality traits and the higher emotional management, the better teacher efficacy.
According to the results and conclusions of this study, the researcher proposes some specific suggestions for the related school or education administration''s staff to do further study.
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