| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 100 === The main purpose of this study was to investigate the relationship
between junior high school mentor’s positive discipline and classroom
management. A questionnaire survey was used to collect data. A total of
729 junior high school mentors selected from three countires of central
Taiwan responded to the questionnaire. Descriptive statistics,
independent sample t-test, One-way ANOVA, Pearson product-moment
correlation, and multiple regression analysis were applied to analyze the
data. The results were as follows: First, the strategties of the mentors’
positive discipline were above average, and the performance of their
classroom management were above average as well. Second, the
performance of the mentors’ positive discipline varies significantly with
gender and school size. Third, the methods of the mentors’ classroom
management vary significantly with gender and school size too. Fourth,
there’s a significantly positive correlation between the mentors’
classroom managemnt and their positive discipline. Fifth, it was
predictable that the mentors’ positive discipline is responsible for their
classroom management. This study also offered some suggestions to the
educational administrative authority, junior high schools, teachers, and
future researchers.
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