新北市淡水區國小教師的 班級經營個人風格、輔導知能進修 與班級凝聚力之相關性研究

• Main Author: 莊珀綺
• Other Authors: 齊力
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/72632438996851048983

碩士 === 臺北市立教育大學 === 國民小學教師在職進修公民與社會教學碩士學位班 === 101 === Abstract The purpose of this research was to realize whether Tamsui District elementary school teachers’ personal style of classroom management and counseling knowledge-skill training can affect the creation of class cohesion. The research was conducted primarily using literature review and questionnaire survey. The object of questionnaire in the research were elementary school homeroom teachers and students in Tamsui District. Through stratified sampling, simple random sampling, the data were analyzed by descriptive statistics, one-way ANOVA, T-test, and multiple regression analysis. The results were as follows: 1. In different genders aspect, female teachers’ “fair treatment degree”, “ particularism and universalism” , and “affinity” performance were higher than the performance of male teachers. Moreover, performance of female teachers on “training arrangement”, “activeness”, “resources using”, and “training hours obtainment” were also higher than male teachers. 2. In department of graduation aspect, teachers who graduated from other departments on “fair treatment degree”, “particularism and universalism”, and “affinity” performance were higher than teachers who graduated from department of psychology and counseling. Performance of teachers who graduated from other departments on “training arrangement”, “resources using”, and “training hours obtainment” were also higher than teachers who graduated from department of psychology and counseling. 3. There was no significant differences in variables like age, years of service, and school size . 4. The higher “affinity” that teachers had, the closer relationship between students and “peer interaction” existed. It contained a significant positive correlation. 5. The higher “activeness” that teachers had, the more frequent and active relationship between students and “peer interaction” existed. It contained a significant positive correlation. Keywords: classroom management, counseling knowledge-skill, class cohesion, personal style