| Summary: | 碩士 === 臺北市立大學 === 心理與諮商學系心理與諮商教學碩士學位班 === 107 === The purpose of this study aims to investigate the relationship among classroom management belief, parental involvement, and classroom management strategies. With the use of questionnaire survey, the author used the following questionnaires: (a) The classroom management belief scale, (b) parental involvement scale, and (c) classroom management strategy scale. These scales were administered to 512 New Taipei city elementary classroom teachers. The statistical analyses included descriptive statistics, t-test, ANOVA, Pearson’s product-moment correlation, and simple linear regression analysis using statistical software SPSS 20. The results are summarized as follows:
1.The teachers performed better in interactive beliefs, and followed by open-mind beliefs, authoritative beliefs, and laissez-faire beliefs in classroom management beliefs.
2.The level of awareness of parental participation is moderate.
3.Class management strategies of the elementary classroom teachers is in good condition.
4.There are significant differences in classroom management belief for gender, service years, and school sizes. There are significant differences in parental participation for service years and grades. There are significant differences in classroom management strategies for gender, service years, and grades.
5.Interactive beliefs and open mind beliefs are lowly and positively correlated with parental involvement. Laissez-faire beliefs are negatively correlated with parental involvement.
6.There is a significant correlation between the elementary school teachers’ classroom management beliefs and the classroom management strategies.
7.There is a significant positive correlation between parental involvement and class management strategies.
8.Classroom Management beliefs has significant effect on class management strategies.
9.The parent-teacher communication of the parental participation has a significant positive influence on the class management strategies.
|
|---|
