| Summary: | 碩士 === 明新科技大學 === 管理研究所碩士在職專班 === 107 === The objective of this study is to explore the relationships among teacher personality traits, class management strategies and student grade achievement in the elementary school. The questionaire, named “Elementary School Teacher Personality and Class Management Strategies”, was proposed by reviewing associated literatures. The subjects were chosen from homeroom teachers of the elementary school in Hsin Chu City at 107 academic years. Experiment data were analyzed to prove research hypetheses according to descriptive Statistics, T-test, One-way ANOVA, Pearson Product-Moment Correlation and Regression Analysis. The research result showed the findings as follows:
1.The personality of homeroom teachers in the elementary school got higher tendency at agreeableness and conscientiousness.
2.Homeroon teachers in the elementary school outperformed in class management strategies, especially in class administrative work strategies.
3.There were significant differences between the personality and class management strategies for homeroom teachers of the elementary school.
4.In the personality for homeroom teachers of the elementary school, the openness、extraversion、agreeableness and conscientiousness contained low to moderate positive correlation with class management strategies.
5.The extraversion got low correlation with student grade achievement in the personality for homeroom teachers of the elementary school.
6.There were low correlation with student grade achievement at class environment management、class teach activities、class administrative work 、interpersonal relationship management and parents-teachers corperation.
7.The openness、extraversion、agreeableness、conscientiousness of personality had low and positive predictive aspect at class management strategies in the homeroom teachers of the elementary school.
8.The extraversion of personality for homeroom teachers in elementary school had low predictive aspect with student learning achievement.
9.The interpersonal relationship and parents-teachers corperation in class management strategies had low predictive aspect with student learning achievement for homeroom teachers of the elementary school.
Conclutionly, several substantial suggestions were provided for school administrative units、teachers and future researchers.
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