| Summary: | 碩士 === 中原大學 === 特殊教育研究所 === 103 === The purpose of this study is, firstly, to investigate the correlation among resource room teachers’ positive discipline strategies, students’ well-being and students’ awanreness of teachers’ teaching effectiveness in junior high school. Another aim is to find out whether students’ well-being are the intermediary between resource room teachers’ positive discipline strategies and students’ awanreness of teachers’ teaching effectiveness. A purposive sampling method was implemented to collect the data which includes 255 valid samples conducted by reosurce room teachers and students in junior high school during 2014 academic year. This study adopted the survey research method which comprised two questionnaires such as:” Teachers’ Positive Discipline Strategies Scale” and “Students’ well-being and Awareness of Teachers’ Teaching Effectiveness Scale”. The collected data was analyzed by desctiptive statistics and structural equation modeling. The results of the study were as follows: (1) Positive discipline strategies have a significantly positive effect on students’ Well-Being. (2) Students’ well-being has a significantly positive effect on awareness of teachers’ teaching effectiveness. (3) Positive discipline strategies have a significantly positive effect on awareness of Teachers’ Teaching Effectiveness. (4) Positive discipline strategies can influence awareness of teachers’ teaching effectiveness in the subject indirectly, with students’ well-being found to be intermediary. Finally, according to the above results, several suggestions were offered for the resource room teachers, the education administrators and researchers.
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