A Study on Teacher Belief, Classroom Management Strategies and Students’ Learning Effectiveness of Elementary School in Taichung City

• Main Authors: CHEN, SIOU-RONG, 陳秀容
• Other Authors: CHEN, CHIEN-HUNG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/9n3pxk

碩士 === 朝陽科技大學 === 財務金融系 === 107 === Students’ learning effectiveness is an issue that every first-line teacher pays attention to. As long as the students can generate their potential, it represents the teacher’s teaching has developed substantial benefits. In other words, students’ learning effectiveness can not only make students’ achievements, but also strengthen teachers’ confidence. Teaching is a process of constant revision, especially for the new teachers. If teachers understand the factors which can improve students’ learning effectiveness, it is possible to create a win-win situation for teachers and students. Therefore, this study aimed to explore the view of teachers of elementary schools on teacher belief, classroom management strategies and students’ learning effectiveness by the method of questionnaire survey. The research results are as follows: 1. In terms of age, the result of some item showed that the agreed proportion of the seniors is higher than that of the younger teachers, including the item “Actively leading students to learn” of the facet of teacher belief, the item “Reviewing and adjusting the class regulations” and “Paying attention to students’ deviant behavior and timely counseling them” of the facet of classroom management strategies, and the item “students are willing to share experiences and opinions” of students’ learning effectiveness. 2. In the survey conducted in accordance with the seniority, the senior teacher’s agreed proportion was higher than that of the junior teachers on the item of “The main task for students is to study well and hand in the homework on time” of teacher belief, “Reviewing and adjusting the class regulations” of classroom management strategies, and “Students are able to complete their homework on time every day”. Because senior teachers have rich teaching experience and have exposed to more teaching sites, they are familiar with various classroom management strategies. Therefore, if senior teachers and junior teachers can communicate with each other frequently, it will help junior teachers improve the students’ learning effectiveness. 3. In the facet of teacher belief, the item “Actively leading students to learn” and “Teaching according to different interests and abilities” had a significant positive correlation with each item of students’ learning effectiveness. It meant that when teacher have a positive attitude towards students, actively lead students to learn, and take the belief of differentiation to conduct teaching, each part of students’ learning effectiveness can be improved. 4. Each item of the facet of classroom management strategies had high positive correlated with the item “The majority of students’ academic performance can meet the teacher’s expectations” of students’ learning effectiveness. It represented that the proper use of classroom management strategies can assist in achieving the students’ academic performance which meets the teacher’s expectations.