台南市國民中學教師情緒管理與教學效能關係之研究

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題名:
台南市國民中學教師情緒管理與教學效能關係之研究
著者: 陳佳雯; Chen, Jia-wen
林進材; Chin-tsai Lin; 教育學系課程與教學碩士班
主題: 教學效能; 情緒管理; emotional management; teaching efficacy
描述: 本論文旨在瞭解台南市國民中學教師情緒管理與教學效能的關係，並探討不同背景之台南市國民中學教師情緒管理與教學效能之差異情形。本研究以台南市市立國民中學教師為研究對象，採用問卷調查的方式，以「國民中學教師情緒管理量表」與「國中教師教學效能調查問卷」為研究工具，共發放620份問卷，回收有效問卷513份，所得資料以平均數及標準差、獨立樣本t考驗、單因子變異數分析及Scheffé事後比較法、皮爾遜積差相關，以及多元逐步迴歸等方法進行統計分析。本研究之結論如下：一、不同性別、年齡與職務的台南市國民中學教師在情緒管理的表現無顯著差異，而不同學歷、年資、班級規模與婚姻狀況的台南市國民中學教師在情緒管理的表現有顯著差異。二、不同性別、年齡與職務的台南市國民中學教師在教學效能的表現無顯著差異，而不同學歷、年資、班級規模與婚姻狀況的台南市國民中學教師在教學效能的表現有顯著差異。三、台南市國民中學教師情緒管理能力愈高，則教學效能表現就愈高；情緒管理能力愈低，則教學效能表現就愈低。四、情緒管理變項對教學效能變項具有預測力，對教學效能呈正向影響，而情緒管理的「自我激勵」層面對教學效能變項最具顯著的預測力。研究者根據研究結論提供幾點建議，以供教育相關單位與未來研究人員參考。
The purpose of the study was to explore the relationship between teachers’ emotional management and teaching efficacy in junior high schools in Tainan City. The study had also discussed the differences on emotional management and teaching efficacy of teachers from different background in junior high schools in Tainan City. The research had been aimed at junior high school teachers in Tainan City, and the researcher had conducted the questionnaires to do the survey. The ”Questionnaire of Teachers’ Emotional Management and Teaching Efficacy” had been used as the tool. A total of 620 questionnaires had been released, but 513 valid questionnaires had been received. The data had been analyzed by the statistic methods—average, standard deviation, t-test, one-way ANOVA, scheffé test, Pearson product-moment correlation, and multiple stepwise regression.The conclusions of the study were followed:1. Junior high school teachers of different sex, age and position in Tainan City had no significant behavioral distinction in emotional management, but those teachers of different diploma, teaching experience, school scale, and marriage had significant behavioral distinction in emotional management.2. Junior high school teachers of different sex, age and position in Tainan City had no significant behavioral distinction in teaching efficacy, but those teachers of different diploma, teaching experience, school scale, and marriage had significant behavioral distinction in teaching efficacy.3. The higher ability of emotional management junior high school teachers in Tainan City had, the better performance of teaching efficacy. The lower ability of emotional management junior high school teachers in Tainan City had, the worse performance of teaching efficacy.4. The variable of emotional management could significantly predict the variable of teaching efficacy. Among the five dimensions, the dimension of self-motivation had the most obvious prediction for teaching efficacy.According to the conclusions, the researcher offered several suggestions for the educational administration and future researchers for reference.
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建立日期: 2011
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1138
資源來源: NUTN IR

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台南市國民中學教師情緒管理與教學效能關係之研究

陳佳雯; Chen, Jia-wen 林進材; Chin-tsai Lin; 教育學系課程與教學碩士班 2011

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