| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 100 === The study investigates classroom-teacher role expectations of students in Kaohsiung City
elementary school and analyzes the differences among variables of students’ backgrounds.
The data were collected from a self-designed survey titled Questionnaire of
Classroom-Teacher Role Expectations. The subjects were 647 elementary school students of
grade five and six in Kaohsiung City by stratified random sampling, with 616 valid responses
returned. The data were analyzed by SPSS for descriptive statistics, t-test, and one-way
ANOVA.
According to the findings of this study, conclusions are reached as follows:
1. There is a high classroom-teacher role expectation for students in Kaohsiung City
elementary school .
2. The highest role-expectation is the dimension of classroom-affair.
3. The least role-expectation is the dimension of parent-teacher communication.
4. The role-expectation of students having excellent academic performance is higher than
those having medium or low academic performance.
5. On the dimension of classroom-affair, the role-expectation of students living with parents
or those living with father or mother is higher than those living with grandparent(s).
Based on the conclusions, suggestions are made for school administrations, classroom
teachers, parents, and future researches.
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