A Study of The Relationship between Junior High School Teachers'' Positive Discipline and Relational Aggression in Classroom: Taoyuan County as an Example

• Main Authors: Ming-Fang Lu, 呂明芳
• Other Authors: Su-Fen Tu
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/2ge8m8

碩士 === 中原大學 === 教育研究所 === 104 === This study is aimed to explore the relationship between teacher’s positive disciplines and relational aggression in classroom in Taoyuan City, Taiwan. A questionnaire survey combined with “The Teachers’ Positive Discipline Scale” and “Perceived Relational Quality and Aggression in the Classroom” was developed to fulfill the purpose. Eight hundreds and fifty participants were sampled from 60 schools via convenient sampling. The collected data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, and stepwise regression. The results found: 1. The teachers of Taoyuan City presented good condition in positive discipline and the students also displayed good condition in the relational quality in classrooms. 2. The subjects of different background perceived different positive discipline levels of teachers and different relational aggression condition in classrooms. The 9th graders perceived more relational aggression in classroom. 3. There was a significant negative correlation between teachers’ positive discipline and class relational aggression. 4. Using stepwise regression analysis, the positive regard was the most significant predictor among three subscales of the teachers’ positive disciplines to the relational aggression in classroom. Finally, the researcher made suggestions for teachers, junior high school principals, and educational administrators, and future researchers.