| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所碩士在職專班 === 106 === The goal of this study is to understand the current status and relationship between the school anti-bully policy implementation process and teachers’ change receptivity at junior high schools in New Taipei City. A self-designed questionnaire is used and distributed to the teachers in the junior high schools of New Taipei City. A total of 628 copies were sent with 575 valid returns with a valid response rate of 98.12%. Statistical methods used include frequency distribution, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis were adopted to analyze the collected data.
Results of the study showed that the current status among all dimensions of change process while implementing anti-bully policy and teachers’ receptivity at junior high schools in New Taipei City are excellent, while the remaining factors are above average. In addition, teachers’ position and school size all show significant differences in teachers’ perception of the implementation of school anti-bully policy and teachers’ receptivity. Finally the relationship between school anti-bully policy implementation and teachers’ receptivity is statistically positive correlated. Lastly, receptivity can be predicted by creating a friendly school climate and implementing and maintaining change.
Based on the results, it is suggested that the Bureau of Education should build the well-planned learning activities while implementing school anti-bully policy for principles and schools’ administrators. It will be helpful for schools’ administrators and principals to enhance the ability while putting implementation into effect. Meanwhile, the establishment of seniority experience transfer and incentive system is encouraged.
At schools, administrators should request positively the personal ratio of committees to enhance the effectiveness of implementation, as well as the related training courses or professional conversations and students’ parents’ education related to anti-bully in order to enhance the ability to implementaion for teachers and maintaining campus safety. Furthermore, teachers need to practice continuous learning in order to enhance professional abilities. Also, teachers should provide suggestions and devote themselves to establish school anti-bully plans combined with school visions.
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