The Study of the Interpersonal Communication Competence and Teaching Effectiveness for the Elementary School Teachersin Chia-yi City

• Main Authors: HSIEH,Chung-chung, 謝中中
• Other Authors: HU, MENG-JING
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/53316437877956382507

碩士 === 國立中正大學 === 成人及繼續教育研究所 === 103 === ABSTRACT The purpose of this study is to identify elementary school teachers’ interpersonal communication competence and teaching effectiveness, to analyze correlation between two groups, and to analyze the impact of interpersonal communication competence on teaching effectiveness. A survey was conducted with elementary school teachers in Chia-yi city.We posted our questionnaire and the total number of participants was 440; 407 were valid (92%). Using SPSS 18.0 as statistical software tool, descriptive statistics, t test, one-way ANOVA, Scheffe’ method, pearson product-moment correlation, and stepwise regression analysis were used. The findings show that: 1.The elementary school teachers’ interpersonal communication competence and teaching effectiveness were a high level. 2.The elementary school teachers who were female, ages fell below 30, multiple learning types of interpersonal communication competence and more active learning, had better level of interpersonal communication competence. 3.The elementary school teachers’ positive learning communication competence leads to a more positive teaching effectiveness. 4.The elementary school teachers’ interpersonal communication competence has a significant impact on their teaching effectiveness. 5.The elementary school teachers’ positive interpersonal communication skill leads to a more positive teaching effectiveness. Implications and recommendations for future research and elementary school teachers and administration practice are also presented and discussed.