臺灣博碩士論文加值系統

摘要

本研究之主要目的在於探討教師背景因素在人格特質各因素、自我效能、學生
行為信念、班級經營風格取向的差異情形；分析教師人格特質、自我效能、學生行
為信念之間的相關情形；以及比較高中低不同組別之教師人格特質各因素、自我效
能、學生行為信念與班級經營風格各取向之間的組別差異。本研究以中部地區國民
中小學教師 394人為研究對象，經施以「高登人格量表甲種」及自編之「教師自我
效能量表」、「學生行為信念量表」、「班級經營風格量表」等評量表。最後以描
述統計、 t考驗、單因子變異數分析、相關分析、雙因子變異數分析、多元迴歸分
析等方法進行統計分析。本研究之重要發現如下：
一、性別、任教學校、年齡、教育程度、職務狀況、教學年資、服務學校班級數不
同的教師在人格特質上均有顯著差異。
二、教師不同的任教學校、教學年資在自我效能上有顯著差異；而不同的性別、年
齡、教育程度、職務狀況、服務學校班級數在自我效能上則無差異存在。
三、不同性別、任教學校、年齡、教育程度、職務狀況、教學年資、服務學校班級
數在學生行為信念上均無顯著差異。
四、教師不同的性別、任教學校、年齡、職務狀況、教學年資、服務學校班級數在
班級經營風格上有顯著差異。
五、教師的四項人格特質與自我效能之間具有顯著正相關。
六、教師的自我效能與學生為信念之間具有顯著負相關，顯示教師自我效能越高，
則對學生有較正向的信念。
七、教師的支配性、責任性、情緒穩定性、社會性與學生行為信念之間並無顯著相
關存在。
八、不同程度支配性的教師在規則取向、懲罰取向之班級經營風格上有顯著差異；
不同責任性之教師在互動式教學取向、規則取向、懲罰取向上有顯著差異；高
中低情緒穩定性在互動式教學、規則取向、懲罰取向上有顯著差異；不同社會
性在行為管理取向、互動式教學取向、規則取向、懲罰取向上有顯著差異。
九、自我效能不同的教師在班級經營風格各取向及總分上均有顯著差異。
十、高中低學生行為信念不同的教師在班級經營風格各取向上並無差異存在。
十一、教師的自我效能、學生行為信念、性別、任教學校、責任性、情緒穩定性均
能顯著預測教師的班級經營風格，然而以自我效能及責任性最具有預測力。
本研究最後根據研究發現提出各項建議，供師資培育機構、教育行政機關及未
來研究的參考。

Abstracts

The purposes of this study were to explore the influence of teachers''''
demographic variables on teachers'''' personality, self-efficacy, beliefs
toward students and classroom management style; to find the correlation
among teachers'''' personality, self-efficacy and beliefs toward students;
and to analyze the influence of teachers'''' personality, self-efficacy and
beliefs toward students on classroom management style.
The subjects were 394 teachers drawing from junior high schools and
elementary schools in the middle of Taiwan. The instruments included
Gordon Personality Inventory-A, Teacher Efficacy Scale, Beliefs Toward
Students Inventory, Classroom Management Style Scale. Data were analyzed
by using descriptive and inferential statistic methods, including
Frequencies, t-test, ANOVA, Correlation analysis and Step-wise Multiple
Regression. The major findings were as follows:
1.There were significant differences in the variables of teachers'''' gender,
school, age, academics degree, school magnitude, seniority and position
on personality traits according to their groups.
2.Teachers from different schools and seniority had different degrees of
self-efficacy.
3.There were no significant differences existed among the variables of
gender, age, school, academics degree, position, seniority and school
magnitude on beliefs toward students.
4.With regard to the groups of variables of gender, school, age, seniority,
position and school magnitude, there were significant differences in
classroom management style.
5.There were significant positive correlations between teachers'''' personality
and self-efficacy.
6.It was negative correlation between self-efficacy and beliefs
toward students.
7.There were no significant correlations between beliefs toward students
and teachers'''' personality.
8.Significant differences existed among groups of variables of personality
on classroom management style.
9.There were significant group differences existed in self-efficacy on
classroom management style.
10.Not significance differences existed among groups of variables of beliefs
toward students on classroom management style.
11.The best predictors for classroom management style were self-efficacy
and responsibility.
Based on the results of this study, this study made some suggestions
for teachers education, educational administration institutions and the
future study.