A Study of the Relationship between Teachers’Discipline Styles and School Bullying Behaviors among 5th and 6th-grade Students’ perceptions of Elementary School in New Taipei City

• Main Authors: Heng-Ming Lin, 林亨銘
• Other Authors: 薛雅慈博士
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/32189011158247549895

碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 102 === The study aims to explore the Relationship between Teachers’ Discipline Styles and School Bullying Behaviors among 5th and 6th-grade Students’ perceptions of Elementary School in New Taipei City. The study uses questionnaire as a research tool and 5th and 6th-grade students in New Taipei City as the research respondents. We selected 600 questionnaires from these 5th and 6th graders and analyzed the data statistics by descriptive statistics, one-way ANOVA, t-test and Pearson Product-Moment Correlation.The main findings are as follows: 1. 5th and 6th-grade students in New Taipei City percept that the teachers tend to be less permissive, and more supportive and negotiating. 2.6th graders in New Taipei City feel that the students tend to be bullied by peers if the teachers adopt compulsive and permissive disciplinary manners than fifth graders. 3.5th and 6th-grade students in New Taipei City aware that the female teachers more often adopt supportive and negotiating disciplinary manners, while the male teachers use compulsive disciplinary manners more. 4. 5th and 6th-grade students in New Taipei City percept that the homeroom teachers teaching 5to 15yearstend to use supportive and negotiating disciplinary manners, yet the teachers whose service year under 5 years usually adopt compulsive and permissive disciplinary manners. 5. The pupils are less likely to suffer bullying if the 5th and 6th-grade teachers in New Taipei City adopt supportive and negotiating disciplinary manners.However; the pupils are more likely to suffer bullying if the teachers adopt compulsive and permissive disciplinary manners. 6. In New Taipei City,6th-grade students whose awareness of bullyingare higher than those of 5th-grade students. 7. If the homeroom teachers’ teaching years are less than 5 years, their pupils’ awareness of bullying are higher than those whose teachers’ are teaching 5 to 15 years. 8.There are significant effects on school bullying behavior when the homeroom teachers adopt compulsive and permissive disciplinary manners. The research results were further discussed in this study and, according to the discussions, some suggestions were provided for school administrative units, teachers, and researchers.