| 摘要: | 摘 要
本研究旨在了解國中導師人格特質與班級氣氛之現況。首先，探討不同背景變項之國中導師在班級氣氛的差異情形；其次再分析導師人格特質與班級氣氛之差異情形，最後再探究導師背景變項及人格特質對班級氣氛之預測力。
本研究採問卷調查法，以台中縣市公立學校學生與其導師為研究對象，計有2532名學生，376名導師為樣本。研究工具包括「導師人格特質量表」和「班級氣氛量表」。所得資料採用描述性統計、t考驗、單因子變異數分析、積差相關及逐步回歸等方式進行統計分析。
本研究之主要發現如下：
一、 國中導師人格特質以「友善性」最高，以「開放性」最低，在人格特質之層面上均屬中上程度。
二、國中班級氣氛屬中上程度。
二、國中導師人格特質因其性別不同而有所差異。國中導師人格特質
不因其年齡、學歷、任教年資、學校規模而有所差異。
四、國中班級氣氛因其導師之性別不同而有所差異。國中班級氣氛不
因其導師之年齡、學歷、任教年資、學校規模而有所差異。
五、國中導師人格特質與班級氣氛有顯著相關。
六、國中導師之性別及人格特質對班級氣氛具有預測力。
本研究最後根據研究結果提出各項建議，以供導師、學校、教育行政機關及未來研究之參考。
關鍵詞：人格特質、班級氣氛
摘 要
本研究旨在了解國中導師人格特質與班級氣氛之現況。首先，探討不同背景變項之國中導師在班級氣氛的差異情形；其次再分析導師人格特質與班級氣氛之差異情形，最後再探究導師背景變項及人格特質對班級氣氛之預測力。
本研究採問卷調查法，以台中縣市公立學校學生與其導師為研究對象，計有2532名學生，376名導師為樣本。研究工具包括「導師人格特質量表」和「班級氣氛量表」。所得資料採用描述性統計、t考驗、單因子變異數分析、積差相關及逐步回歸等方式進行統計分析。
本研究之主要發現如下：
一、 國中導師人格特質以「友善性」最高，以「開放性」最低，在人格特質之層面上均屬中上程度。
二、國中班級氣氛屬中上程度。
二、國中導師人格特質因其性別不同而有所差異。國中導師人格特質
不因其年齡、學歷、任教年資、學校規模而有所差異。
四、國中班級氣氛因其導師之性別不同而有所差異。國中班級氣氛不
因其導師之年齡、學歷、任教年資、學校規模而有所差異。
五、國中導師人格特質與班級氣氛有顯著相關。
六、國中導師之性別及人格特質對班級氣氛具有預測力。
本研究最後根據研究結果提出各項建議，以供導師、學校、教育行政機關及未來研究之參考。
關鍵詞：人格特質、班級氣氛
The Relationship Between the Homeroom Teachers’ Personality
Traits and Their Classroom Climate--
A Study of Taichung City and Taichung County
Shu-Man Shen
Abstract
This study aims to understand junior high school homeroom teachers’ personality traits and classroom climate currently. First, we discussed junior high school homeroom teachers of different background variables in different classroom climates. Then, an analysis was undertaken on differences of the teachers’ personality traits and classroom climates. Finally, we discussed the predictive power of the teachers’ background variables and personality traits on classroom climate.
A questionnaire survey was adopted by this study to aim at students and their homeroom teachers of public schools in Taichung, with a total of 2532 students and 376 teachers. Research tools included “Homeroom Teacher Personality Traits Scale” and “Classroom Climate Scale.” Data was then analyzed with Descriptive Statistics, T-test, One-way ANOVA, Product-moment Correlation, Stepwise Regression, etc.
Major findings are provided below:
1. Of junior high school homeroom teachers’ personality traits, “friendliness” scored highest and “openness” scored lowest, which belonged in medium-to-high level in terms of personality traits.
2. Junior high school classroom climate belonged in medium-to-high level.
3. Junior high school homeroom teachers’ personality traits differed with their gender, but not with their age, education, teaching experience, and school size.
4. Junior high school classroom climate differed with the homeroom teacher’s gender, but not with the teacher’s age, education, teaching experience, school size.
5. Junior high school homeroom teacher’s personality traits had a significant relation with classroom climate.
6. Junior high school homeroom teachers’ gender and personality traits had a predictive power on classroom climate.
Finally, based on the above results, a variety of suggestions were proposed for reference of homeroom teachers, schools, education and administrative agencies, and subsequent research.
Keywords: Personality Traits; Classroom Climate |
