A Study on Teachers’ Disciplinary Attitude, Disciplinary Behaviors and Teachers’ Job Involvement under the Policy of Campus Zero Corporal Punishmentv

• Main Authors: Pei-ju Cheng, 鄭貝如
• Other Authors: Chia-Chun Hsiao
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/76238639984781705738

碩士 === 國立臺南大學 === 教育學系教育經營與管理碩士班 === 101 === The aim of this study is to explore the relationship among Tainan City junior high school teachers’ disciplinary attitude, disciplinary behaviors and their job involvement under the policy of Campus zero corporal punishment. To achieve the study purpose objectively, the study adopted the documentary analysis and questionnaire, and then collect and analyze the data. In this study, the subjects were the public junior high school teachers in Tainan for the survey.450 surveys had been sent out.400 samples were collected, of which 302 were valid samples, and the effective response rate was 75.5%. This study uses the survey instrument junior high school teachers Questionnaire. The data obtained and were analyzed withSPSS18.0 and HLM by descriptive statistics, independent sample T-test, one-way ANOVA, CFA, HLM and other ways to conduct statistical analysis. The major findings were as follows: First, junior high school teachers had different disciplinary attitudes, and there is a significant difference on their job involvement. Teachers’ disciplinary attitudes for teachers'' job involvement is significantly different. Teachers’ disciplinary attitude is positive, and then the teachers'' sense of identity and job evaluation will be higher; On the other hand, if the teachers’ disciplinary attitude is negative, the teachers work identity and job evaluation will be lower. Second, junior high school teachers had different disciplinary behaviors, and there is a significant difference on their job involvement. Teachers’ disciplinary behavior for teachers'' job involvement is significantly different. If teachers use the corporal punishment in disciplining, multi-way communication, and then the teacher identity and job evaluation will be higher. Third, schools’ zero corporal punishment policy in response to the different working practices of teachers had some predictive power. on the teachers'' work agreement, the school''s response to zero corporal punishment policy practice predictive power. In other words, if the school''s response supports the practice of teachers, and that teachers'' work identity will be higher. But there is no direct effect on their job evaluation, the evaluation of the work lies in its values. Fourth, because of school teachers disciplinary attitudes of the zero corporal punishment policy in response to the work had a different part of the surface structure. Under the zero corporal punishment system, school discipline attitude in response to the more passive approach on the negative identity teachers at work is a regulatory role. But the teachers with the positive attitude had on differences on the job identity. No matter positive or negative attitudes, there is no regulation on the job evaluation. Fifth, some teachers’ disciplinary behaviors are different because of the schools’ response to the zero corporal punishment policy. If teachers use corporal punishment or explicit constraints mode to discipline students, there are differences on the job identity because of schools’ practice of the zero corporal punishment. Sixth, the school policy on zero corporal punishment is partially correlated with teachers’ disciplinary attitude. Under the zero corporal punishment system, schools practices and the teachers’ positive attitude are relevant. However, if the teachers’ attitudes are negative, the schools’ practice will be no impact. Seventh, schools’ response for zero corporal punishment policy to teachers'' disciplinary behavior is different. Under the zero corporal punishment system, there are differences between the schools’ practices and teachers’ disciplinary behavior. If schools stand as the teachers, the teachers will be more positive, and they can get rid of the corporal punishment. Finally, based on the result of this study above, many suggestions were proposes as a reference to the educational supervisors’ organization, schools, teachers and future researchers.