A Research on Teachers＇Personality, Classroom Management Strategy and Classroom Management Effectiveness

• Main Authors: LIN, CAI-CHUN, 林菜春
• Other Authors: LIN, CHENG-TE
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/nb259p

碩士 === 康寧大學 === 企業管理研究所 === 106 === The main purpose of this study is to examine relations among personality traits, classroom management and classroom management efficiency. In addition, this study also investigates differences within background variables of teachers in above three aspects. Due to rapid knowledge development and educational reform in recent years, parents more and more emphasize on education quality. Therefore,front-line teachers must establish and maintain good parent-teacher relationship and harmonious teacher-student relationship. Research tools used in this study include NEO-Five Factor Inventory, Teachers’Classroom Management Strategy Questionnaire and Classroom Management Effectiveness Questionnaire. The methodology of this research was mainly a questionnaire survey. Questionnaire survey is conducted through elementary school teachers are choseen as research objects. The questionnaires was sent to 400 teachers and they were toally 395 questionnaires collected. The servey data was analyzed with descriptive statistics, T Test, one-way ANOVA, Pearson porduct-moment correlation, and multiple regression analysis. Some conclusions of this thesis are found as follows: 1. Among the dimensions of personality, the elementary school teachers had the highest average score in neuroticism, followed by agreeableness conscientiousness and openness, and the lowest in extraversion. 2. The personality traits of elementary school teachers have a relation with classroom management strategies, and affect classroom management efficiency. 3. There was significant differences among the gender, age, marital status, seniority, academics degree for classroom management effectiveness. 4. Teachers who possess personality prone to “stable sentiment”,”kindness” and “preciseness” are able to communicate with teachers, parents and school administrators more easily, work out more exquisite and comprehensive classroom management strategies; consequently, they can achieve higher classroom management effectiveness. According to the conclusion, this study provides some suggestions for elementary schools, teachers, and further future study.