| Summary: | 碩士 === 國立彰化師範大學 === 輔導與諮商學系所 === 104 === The experience of using the Personal-Compared Positive Feedback for teacher-student relationship and teacher’s perceived efficacy to student guidance of junior high school homeroom teachers
Ming-Hsiu Chang
Abstract
The purpose of this study was to explore 3 junior high school homeroom teachers’ experiences in using “Personal-Compared Positive Feedback (PCPF)” to the students who were difficult to be effected during teacher’s guiding. PCPF was developed by Dr. Ho Shiao-Ming. The whole study was using depth-interview to collect the experiences, and using qualitative research methods to analysis the data.
This study attempted to explore: (a) how PCPF affects the homeroom teachers’ percept the relationship change with the target student. (b) how PCPF influences homeroom teachers’ percept self-efficacy in guidance of the target students. (c) understanding homeroom teachers’ experiences in applying PCPF in the educational field.
The research findings were as follows:
(1) After the homeroom teachers applied PCPF, there were several changes in the teacher-student relationships: (a) promoting positive interaction generated. (b)increasing positive responses between teachers and students. (c) teachers made new decisions in how they interpreted and managed teacher-student relationships.
(2) After the homeroom teachers utilized PCPF, there were several changes of self-efficacy in providing guidance: (a) homeroom teachers knew what to expect after they provided the guidance to students. (b) homeroom teachers gained confidence in their guidance skills and capacity. (c) the teachers believed that they can effectively influence their students.
(3) When PCPF was applied in the educational field, the following phenomena were observed: (a) homeroom teachers learned to find positive changes even in difficult and challenging teacher-student relationships. Hence, they had more positive expectations toward students’ behaviors. (b) PCPF can fulfill students’ needs as well as teachers’ needs. (c) teachers’ self-reflection was promoted after teachers provided students positive regard and comparison, and through the execution of feedback cycle.
(4) The overall research results indicated that PCPF can improve the communication between teachers and students. Also, PCPF can enhance homeroom teachers’ self-efficacy in providing guidance to students. At the same time, during the processing of applying PCPF, both teachers’ and students’ needs were fulfilled, which created a “win-win” solution.
According to the above research results, this researcher provided several future suggestions regarding how to utilize PCPF to manage teacher-student relationships as well as promoting teachers’ self-efficacy in guiding students. Hopefully, these suggestions will be valuable to future research, enhance homeroom teachers’ continuing education, and promote PCPF in educational field.
Keywords: Personal-Compared Positive Feedback, teacher-student relationship, teachers’ self-efficacy in guiding students, homeroom teacher.
|
|---|
