| Abstract: | 國中導師溝通型態與班級氣氛之相關研究—以彰化縣為例
摘 要
本研究旨在探討國中導師溝通型態與班級氣氛之間的關係。主要研究目的有：(一) 瞭解國中導師溝通型態、班級氣氛之現況；(二) 分析不同背景變項國中導師在溝通型態、班級氣氛經營的差異情形；(三) 探討國中導師溝通型態與班級氣氛間之關係；(四) 探討國中導師背景變項與溝通型態對班級氣氛班級經營之預測力；(五) 根據研究的結果與發現，提出具體建議，以作為教育人員及未來研究者之參考。
為達成上述目的，本研究兼採文獻分析法與問卷調查法，以彰化縣公立國中導師為研究對象。基於所欲探究之問題，本研究以分層隨機抽樣方式，抽取379名彰化縣公立國中導師為樣本。以「國民中學導師溝通型態與班級氣氛關係調查問卷」為研究工具，使用統計方法有描述性統計、t 考驗、單因子變異數分析、雪費法事後比較、皮爾遜積差相關及多元迴歸分析等。
本研究之主要發現有：
(一) 彰化縣國中導師溝通型態以協商型與傾聽型最多，掌控型最少。除掌控型外，其餘層面的得分表現屬中上程度。
(二) 彰化縣國中的班級氣氛以「教師的督導行為」得分最高，以「工作和學習的投入」得分最低。各層面得分表現屬中上程度。
(三) 不同年齡、學歷及學校規模之國中導師在溝通型態上達顯著差異；而年級、性別、年資及學校區域在溝通型態上無顯著差異。
(四) 不同年齡、年資、學歷及學校規模等之國中導師在班級氣氛上達顯著差異；而年級、性別及學校區域在班級氣氛上無顯著差異。
(五) 傾聽型、順從型、協商型等溝通型態與班級氣氛間有顯著正相關。但掌控型溝通型態與班級氣氛間則成負相關。
(六) 國中導師之背景變項及溝通型態，除在性別、年齡、學歷及學校規模等變項對班級氣氛不具預測作用外，其餘各層面均具有預測力。
最後，根據研究結果，提出具體建議，以供學校導師、學校行政、教育行政機關、師資培育機構及未來研究參考。
關鍵字：國民中學導師，溝通型態，班級氣氛
The Study of Relationships Between Communication Styles and Classroom Climate of Junior High School Mentors
in Changhua County
Advisor: Tsong-Wen Chen, Ph. D.
Author: Hwan-Li Lin
Abstract
The main purpose of this study was to explore the relationships between communication styles and classroom climate of the junior high school mentors. The survey data was collected from 379 mentors in Changhua County, and was analyzed by the statistical methods, such as descriptive statistics, t-test, one-way ANOVA, Scheffe method, Pearson product-moment correlation and multiple regression. The findings were as follow:
1.The communication styles which the mentors in Changhua used the most were negotiation and listening, but controlling was the least.
2.Among the classroom climate, teachers’ supervising behavior was at the highest level while participation in working and learning was at the lowest level.
3.There were significant differences in the communication styles of the junior high school mentors in Changhua in relation to age, educational background and school scale; there were no significant differences in relation to grade, gender, teaching experience and school location.
4.There were significant differences in classroom climate in relation to age, teaching experience, educational background and school scale; there were no significant differences in relation to grade, gender and school location.
5.Among the communication styles, listening style, compliance style, negotiation style were related significantly to the classroom climate, but controlling style was negatively related.
6.Classroom climate were predicted significantly by the mentors’ background variables (teaching experience, grade and school location).
7.Classroom climate were predicted significantly by the communication styles of the junior high school mentors.
Finally, after discussion, some suggestions were proposed for teachers, educational authorities and further studies.
Keywords: Junior High School Mentors, Communication Style, Classroom Climate. |
