| Summary: | 碩士 === 國立屏東大學 === 社會發展學系碩士班 === 103 === This study was to understand elementary school teachers’ Emotion Management and Classroom Management Effectiveness in Kaohsiung City. First, the current situation of elementary school teachers’ Emotion Management and Classroom Management Effectiveness were explored. Then, the differences of elementary school teachers’ Emotion Management and Classroom Management Effectiveness under different background were compared. At last, the relevance and prediction of elementary school teachers’ Emotion Management and Classroom Management Effectiveness were investigated.
The subjects of this study included the public elementary school teachers in Kaohsiung City. The research method of this study is questionnaire survey with the instrument named “A Questionnaire of Elementary School Teachers’ Emotion Management and Classroom Management Effectiveness”. The questionnaires were distributed to 31 schools and 533 valid samples were retrieved. After the questionnaires were collected, the researcher testified the hypothesis in descriptive statistics analysis, multiple-choice analysis, independent sample t test, one-way analysis of variance, Pearson’s correlation and gradually multiple regression analysis. Based on the data analyses, the findings of this study were summarized as follows:
1. The teachers’ Emotion Management is an above middle level, especially on “Emotion Self-examination”.
2. The main reasons to affect elementary school teachers’ emotion are students’ behavior, time pressure, and the communication between teachers and parents.
3. The teachers’ Classroom Management Effectiveness is an above middle level, especially on “Management of class regular rules”.
4. The main methods to increase their Classroom Management Effectiveness for elementary school teachers in Kaohsiung City are to establish the rules definitely, to communicate with parents well, and to apple reward system.
5. Teachers who are with the age under 30 and have taught for eleven to twenty years have better ability in Emotion Management.
6. The better abilities in Emotion Management the elementary school teachers in Kaohsiung have, the better Classroom Management Effectiveness they have.
7. Emotion Management is predictable to Classroom Management Effectiveness for elementary school teachers in Kaohsiung, especially “Emotion awareness” is the most predictable.
On the basis of the study findings, some concrete suggestions were proposed as the reference for educational administrative organizations, schools, elementary school teachers and further researchers.
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