國小教師人格特質與班經營效能關係之研究.docVIP

國小教師人格特質與班經營效能關係之研究 楊宜蓁 國立東華大學教育行政與管理學系研究所研究生 林清達 花蓮慈濟大學教育教授 摘 要 本研究旨在探討宜蘭縣國小教師人格特質與班級經營效能關係。研究對象以宜蘭縣九十八學年度教師及學生為母群體，以五、六年級級任導師及其班級學生為研究調查對象，本研究有效樣本為972份，採問卷調查法，以教師背景變項、人格特質和班級經營效能為工具，進行量化分析，主要獲致以下研究結論： 一、教師人格特質以和善性最高，嚴謹自律性次之，開放性再次之，神經質之平均數最 低。 二、班級經營效能整體層面為中等水準，而各層面間之比較，以班級環境規劃之平均數 最高，教師教學品質次之，班級氣氛第三，學生學習效果之平均數最低。 三、女性教師對教師班級經營效能顯著高於男性教師。 四、不同年齡、不同婚姻狀況、不同學歷、不同教學總年資、不同學校所在地教師在其 班級經營效能方面部份具顯著差異。 五、和善性越高的教師，班級經營效能越高，略為神經質的教師對班級效能有正面的幫 助，但過於開放的老師對班級經營效能有負面的影響。 六、班級經營效能與學生學習效果、教師教學品質、班級常規表現、班級環境規劃、班 級氣氛及親師溝通等層面具高度正相關。與嚴謹自律性神經質及和善性具低度正相關，與外向性及開放性具低度負相關。 七、教育單位應考量教師需求，規劃良好的班級經營進修課程。 八、教育單位應發展班級經營效能評鑑系統，提升教師班級經營品質。 關鍵詞：國小教師、人格特質、班級經營效能 Abstract This study investigated the relationship between personality and classroom management effectiveness among elementary school teachers in Yilan County. The research subjects were selected from fifth and sixth-grade home-room teachers and students in Yilan County during the academic year of 2009. From these subjects, 972 valid questionnaire responses were obtained. Their responses were quantitatively analyzed using teachers’ background variables, personality, and classroom management effectiveness as tools. The main findings were as follows: Among the dimensions of personality, the teachers had the highest average score in agreeableness, followed by conscientiousness and openness, and the lowest in neuroticism. The overall classroom management effectiveness was at the intermediate level. Among the dimensions of classroom management effectiveness, the teachers had the highest average score in classroom environment planning, followed by teachers’ teaching quality and classroom atmosphere, and the lowest in students’ learning effectiveness. Female teachers outperformed male ones in terms of classroom management effectiveness. Significant differences were observed in classroom management effectiveness among teachers with different ages, marital statuses, education backgrounds, total durations of service, and school locations. Tea