A Study on the Relationships among Professional Growth, Leadership Behaviors and Classroom Management Effectiveness of Junior High School Homeroom Teachers in Kaohsiung City

• Main Authors: CHOU, WEN-YUAN, 周文媛
• Other Authors: CHUNG, WEI-CHI
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/b3sjrf

碩士 === 國立高雄師範大學 === 教育學系 === 106 === The main purpose of this study was to investigate the relationships among professional growth, leadership behaviors and classroom management effectiveness of junior high school homeroom teachers in Kaohsiung City. The methodology was based on questionnaire survey, and the research used self-made questionnaire which taking public junior high school homeroom teachers in Kaohsiung City during 2016 as the subjects. There were 667 responses out of 703 original copies of questionnaires, and there were 630 valid copies out of the responses counting to 89.62% effective response rate. The data was analyzed by using the statistics methods such as descriptive statistics, Independent-Samples t-test, one-way ANOVA, Person’s product-moment correlation coefficient, and stepwise multiple regression. The major findings of this study were summarized as follows: 1.The current situations of homeroom teachers’ professional growth are mostly well, especially the “curriculum design and teaching” is the most predominated. 2.The current situations of homeroom teachers’ leadership behaviors are quite well, especially the “building vision” and the “individualized consideration” are the most predominated. 3.The current situations of homeroom teachers’ classroom management effectiveness are mostly well, especially the “parent-teacher relationships” is the most predominated. 4.There are some significant differences within “level of education” and “school size” in homeroom teachers’ professional growth. 5.There are some significant differences within “school size” in homeroom teachers’ leadership behaviors. 6.There are some significant differences within “school area” and “school size” in homeroom teachers’ classroom management effectiveness. 7.The more professional growth the homeroom teachers have perceived, the better leadership behaviors they achieves. 8.The more professional growth the homeroom teachers have perceived, the higher classroom management effectiveness they achieves. 9.The better leadership behaviors the homeroom teachers have perceived, the higher classroom management effectiveness they achieves. 10.The homeroom teachers’ professional growth and leadership behaviors possess the significant predicting power on classroom management effectiveness. In particular, “idealized influence” performs the best. Finally, based on the above research conclusions, the author provided some suggestions to the education administration authority, junior high school homeroom teachers, and future researches for references.