The Study on the Correlation between the cognition of Student Human Rights and Positive Discipline for Junior High School Teachers in Taichung County

• Main Authors: Lü JIA YI, 呂珈誼
• Other Authors: TSENG YUNG CHING
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/24461230745754410804

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 === 100 === This study aims to find out the extent of the junior high school teachers’ student human rights, the extent of the junior high school teachers’ positive discipline 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 in Taichung County, and 686 valid questuonnaires. According to the answers given by the respondents, date were analyzed by using descriptive statistic, t-test, one way ANOVA, and Pearson correlation and Multiple Stepwise Regression Analysis. Then the collected data were analyzed and discussed. The major findings of this study were summarized as follows: 1.The junior high school teachers in Taichung County show the good cognition of student human rights with the highest satisfaction in “the basic rights of procedure.” 2.The junior high school teachers in Taichung County show high sense of positive discipline with the highest satisfaction in “the reasonable disciplinary manner and measures.” 3.The variance analysis of teachers’ cognition of student human rights shows that variables such as “gender” , “education” , “teachers background” , “working years” , “job title” , “study” , “school scale” , “school area” have significant differences in the teachers’ student human rights . 4.The variance analysis of teachers’ positive discipline shows that variables such as “gender” , “teachers background” , “job title” , “study” , “school scale” , “school area” have significant differences in the teachers’ positive discipline. 5.There is a positive correlation between teachers’ cognition of student human rights and teachers’ positive discipline, which means the better the teachers’ student human rights is, the better the teachers’ positive discipline is, and vice versa. 6.Simultaneous multiple regression indicates that teachers’ cognition of student human rights ample explanation to teachers’ positive discipline .All the aspects of teachers’ positive discipline account entirely for 55.8%％ of variance, and among them, “equal rights”, “the rights of personal development”, “the basic rights of procedure” has the greatest influence. 7.There is a canonical correlation between the junior high school teachers’ cognition of student human rights and positive discipline.