A Study of Using Subsidy and Penalty Strategy and Classroom Management Effectiveness of Elementary School Teachers in Taoyuan City

• Main Authors: Shiao-Wei Lai, 賴筱薇
• Other Authors: Kuo-Pao Chang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/81051063292607048995

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 103 === The purpose of this study was to explore the present status of using subsidy and penalty strategy and classroom management effectiveness of elementary school teachers in Taoyuan City, as well as to compare the differences resulted from background variations and to analyze the relations between subsidy and penalty strategy and classroom management effectiveness. Survey research method was adopted on the public elementary schools teachers in Taoyuan City in the 2014 school year. Stratified random sampling was applied. 527questionnaires of the total of 555 copies administered were retrieved and 501 copies of those retrieved were valid. Data were established and analyzed through statistic approaches, including frequency distribution, percentage, t-test, one-way ANOVA, Person product-moment correlation etc. The chief conclusions are as follows: 1. Elementary school teacher perceptions of using subsidy and penalty strategy were strongly positive and in concepts subsidy received the highest scores. 2. Elementary school teacher perceptions of classroom management effectiveness were strongly positive and in parent-teacher relationship received the highest scores. 3. The Elementary school teacher of different background variables, such as gender, years of teaching experience reached significant difference toward subsidy and penalty strategy . 4. The Elementary school teacher of different background variables, such as gender, teaching quality significant difference toward classroom management effectiveness. 5. Elementary school teacher relationships between subsidy and penalty strategy and classroom management effectiveness were medium positive correlated Based on the results of this study, some suggestions are offered for school , teachers, parents, and future research.