| Summary: | 碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系在職進修碩士班 === 98 === This study aims to find out the extent of the junior high school teacher professional growth , the extent of the junior high school teachers’ disciplining behavior and the relation between these two. The study is conducted with questionnaires designed based on literature review and related empirical studies. The questionnaires were distributed to the junior high school teachers Taipei County. Then the collected data were analyzed and discussed.
The major findings of this study were summarized as follows:
1. The junior high school teachers show high teacher professional with the highest satisfaction in “student guidance.”
2. The junior high school teachers show high disciplining behavior with the highest sense of efficacy in “discipline attitude.”
3. The variance analysis of teacher professional growth shows that variables such as “sex”, “age”, “background”, “seniority”, “post” have significant differences in the teachers professional growth.
4. The variance analysis of teachers’ disciplining behavior shows that variables such as “sex”, “age”, “background”, “seniority”, “post”, “location of school”, have significant differences in the teachers’ disciplining behavior.
5. There is a positive correlation between teacher professional growth and teachers’ disciplining behavior, which means the better the teacher professional growth is, the better the teachers’ disciplining behavior is, and vice versa.
6. Simultaneous multiple regression indicates that teacher professional growth has ample explanation to teachers’ disciplining behavior. All the aspects of teacher professional growth account entirely for 51.6% of variance, and among them, “Professional knowledge”, “Interpersonal communication”, “Student guidance” has the greatest influence.
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