(3.237.97.64) 您好!臺灣時間:2021/03/09 09:03
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果

詳目顯示:::

我願授權國圖
: 
twitterline
研究生:莊煥綱
論文名稱:國民中學教師權威性格、教師集體效能與管教風格之研究
論文名稱(外文):Authoritarian personality, collective efficacy and discipline style of junior high school teachers
指導教授:黃德祥黃德祥引用關係
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:教育研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:中文
論文頁數:223
中文關鍵詞:權威性格集體效能管教風格
外文關鍵詞:Authoritarian personalityCollective efficacyDiscipline style
相關次數:
  • 被引用被引用:27
  • 點閱點閱:593
  • 評分評分:系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔系統版面圖檔
  • 下載下載:229
  • 收藏至我的研究室書目清單書目收藏:7
本研究之目的在於探討國民中學教師不同個人背景變項、權威性格、教師集體效能以及管教風格的差異與相關情形。
本研究樣本以台中市、台中縣、彰化縣及南投縣等四縣市公立國民中學825位教師為研究對象,施以自編的「國民中學教師權威性格量表」、「教師集體效能量表」、「國民中學教師管教風格量表」等三個量表。最後以敘述性統計、t 檢定及單因子變異數分析、皮爾森積差相關等統計方法進行統計分析。
本研究之主要發現如下:不同性別國民中學教師在權威性格上有顯著差異;不同任教年資、任教科目(學習領域)之國民中學教師集體效能有顯著的差異存在;不同任教科目(學習領域)之國民中學教師管教風格有顯著的差異存在;其他個人背景變項之國民中學教師在權威性格、教師集體效能,以及管教風格上,並無顯著差異。國民中學教師權威性格、教師集體效能以及管教風格三者之間有顯著相關;三者各面向之間的相關,多數達到顯著水準。
本研究根據研究結果,對國民中學教師、學校、教育行政單位及後續研究者提出相關建議。
The purpose of the study mainly focuses on probing how different and correlated among authoritarian personality, collective efficacy as well as discipline style of junior high school teachers.
With the samples targeted at the random 825 junior high school teachers in Taichung City, Taichung County, Chunghua County, Nantou County which are all situated in the central part of Taiwan. They have been conducted with the “Junior High School Teacher Authoritarian Personality Scale”, ”Teacher Collective Efficacy Assessment Scale”, ”Junior High School Teacher Discipline Style”. They were statistically analyzed with such statistical methods as descriptive statistics, t test, and Pearson correlation.
The findings under the study are as follows: junior high school teachers with different gender among authoritarian personality come up to the significance level. Junior high school teachers with seniority of service, subject being taught among collective efficacy come up to the significance level. Junior high school teachers with subject being taught among discipline style come up to the significance level. Teacher’s other personal background as a variable is concerned, the differences among authoritarian personality, teacher collective efficacy and discipline style don’t attain the significance level. Junior high school teacher authoritarian personality, collective efficacy and discipline style are proved to be significantly correlated. Only of three factors don’t come up to the significance level.
In accordance with the results that this study verifies, it will be beneficial to bring forward related advice to junior high school teachers, schools, educational administrative units as well as the ones who go on studying in this field.
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 5
第三節 研究問題 6
第四節 研究假設 7
第五節 名詞釋義 10
第六節 研究範圍與限制 13

第二章 文獻探討 17
第一節 國民中學教師權威性格內涵及其相關研究之探討 17
第二節 國民中學教師集體效能內涵及其相關研究之探討 35
第三節 國民中學教師管教風格內涵及其相關研究之探討 49
第四節 國民中學教師權威性格、教師集體效能與管教風格相關研究之探討 63

第三章 研究方法 67
第一節 研究架構 67
第二節 研究對象 70
第三節 研究工具 74
第四節 統計方法與資料處理 101
第五節 研究程序 102

第四章 研究結果與討論 105
第一節 國民中學教師權威性格差異情形之探討 105
第二節 國民中學教師集體效能差異情形之探討 118
第三節 國民中學教師管教風格差異情形之探討 132
第四節 國民中學教師權威性格、教師集體效能與管教風格相關情形之探討 146

第五章 結論與建議 189
第一節 結論 189
第二節 建議 199

參考文獻 204
中文部分 204
英文部分 208
附錄 220
一、中文部分
王朝茂(2005)。技專校院教師個人信念教師情緒教學策略對教學成效預測效果之研究。94年6月5日取自:http://www.phitauphi.org.tw/data/data6.htm
江南發(1982)。青少年自我統整與形式運思能力關係之研究。高雄師範學院教育研究所碩士論文。
何麗君(2004)。國中學生自我效能、集體效能與學業成就之相關研究。國立彰化師範大學教育研究所碩士論文。
吳美玲(2003)。國民小學教師班級管教知能及其專業成長策略之研究。臺北市立師範學院國民教育研究所碩士論文。
李玉美(1982)。權威性格與溝通型態對溝通效果之影響研究。國立臺灣師範大學輔導研究所碩士論文。
李育穎(1999)。社會工作員專業權威之研究~以台北市社會福利機構為例。國立台灣大學社會研究所碩士論文。
李孟文(2001)。國中教師實施教訓輔合一課堂管教的策略與改進之研究。國立臺灣師範大學教育研究所博士論文。
李露芳(2001)。教師特質與信念對師生衝突之知覺與因應的影響。國立東華大學教育研究所碩士論文。
沈煌寶(2002)。國小教師社會態度、人格特質與衝突因應方式之相關研究。屏東師範學院教育心理與輔導研究所碩士論文。
林美伶(1998)。國中教師對管教權的認知與管教行為之研究。彰化師範大學教育研究所碩士論文。
林清茂(1990)。權威性格與集體主義對談判傾向與談判績效影響之研究。中原大學企業管理研究所碩士論文。
林華中(2004)。台灣原住民族地區國中教師管教與學生學習適應之研究---以桃竹苗為例。國立臺灣師範大學政治學研究所碩士論文。
林慧芳(2005)。知識工作者學習行為之前因與後果---以研發人員為例。南台科技大學企業管理系碩士論文。
邱宣蓉(2003)。論元雜劇之計。逢甲大學中國文學研究所碩士論文。
邱皓政(2001)。量化研究與統計分析。台北:五南。
金耀基(1990)。從傳統到現代。台北,時報。
洪莉云(2004)。教改下國小教師人本角色與權威角色衝突。南華大學教育社會學研究所碩士論文。
教育部(2006)。教育基本法。
許清田(2003)。教師權力運用類型、班級經營策略與班級經營效能之研究。國立彰化師範大學教育研究所學校行政碩士班碩士論文。
陳正昌、程炳林(1998)。SPSS、SAS、BMDP統計軟體在多變量統計上的應用。台北:五南。
陳金鈴(2003)。在合作式資訊融入主題統整課程中改善集體效能之行動研究。國立交通大學理學院網路學習碩士在職專班碩士論文。
陳穗玲(2002)。我國大學生校園衝突解決途徑影響因素之探討-以高雄市區大學為例。國立中山大學人力資源管理研究所碩士論文。
陳馨蘭(1998)。教師人格特質、自我效能、學生行為信念與班級經營風格之相關研究。彰化師範大學教育研究所碩士論文。
鄭慧玲譯(1982) ,普汶(Pervin. L. A.)原著。人格心理學。台北,桂冠圖書股份有限公司。
黃彥和(2004)。國民小學教師集體效能感之研究。中原大學教育研究所碩士論文。
黃姬芬(2001)。國小教師管教信念與管教行為相關之研究。臺中師範學院國民教育研究所碩士論文。
黃挺恩(2003)。國小學生網路搜尋合作學習對集體效能與自我效能之影響。 國立交通大學理學院網路學習碩士在職專班碩士論文。
黃富源(2003)。司法過程中警察威權與女性被害者互動之研究。玄奘社會科學學報,第一期,頁1-54。
黃順利(2000)。國小教師權威性格、自我效能信念、學生行為信念與體罰態度及行為之相關研究。國立臺東師範學院教育研究所碩士論文。
楊仲源(2003)。從民主化理論談民權思想中的建國三程序。中學教育學報,第十期,頁247-278。
劉紅雲、張雷、孟慶茂(2005)。小學教師集體效能及其對自我效能功能的調節。心理學報,2005 年 ,第 37 卷第 1 期,頁79 - 86。
劉選吉(2000)。我國甲組成棒選手自我效能和集體效能與團隊凝聚力間的關係及對運動表現的影響。國立台灣體育學院體育研究所碩士論文。
盧佩秋(2003)。團隊領導對集體效能與團隊表現之影響。國立政治大學心理研究所碩士論文。
謝龍卿(2003)。青少年生活壓力、網路成癮與攻擊行為及其相關因素之研究。國立彰化師範大學教育研究所碩士論文。
魏俊坦(1992)。人際關係類型對個人行為導向影響之研究。中原大學企業管理研究所碩士論文。

二、西文部分
Altemeyer, B. (1981). Right-wing authoritarianism. Winnipeg: University of Manitoba Press.
Bandura, A. (1977). Self-efficacy :Toward a unifying theory of behavioral change. Psychology Review, 84(2), 122-147.
Bandura, A.(1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs,NJ:Prentice-Hall.
Bandura, A.(1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Baumrind, Diana. (1996). The discipline controversy revisited. Family Relations. 45(4), 405-14.
Bandura, A.(1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in Psychological Science, 9, 75-78.
Bell-Ruppert, N. (1994 ). Discipline plans in middle schools. Paper presented at the Annual. Conference and Exhibit of the National Middle School Association(21st, Cincinnati, OH, November 3-6,1994. 10p.)
Bill, E. P., Kimberly, A. S., & Phyllis, A. W. (1997). Generativity and authoritarianism: Implications for personality, political involvement, and parenting. Journal of Personality and Social Psychology 72(5), 1202-1216.
Brady-Ciampa, B. (1981). The authoritarian-aggression personality dimension of graduate students in education. (ERIC Document Reproduction Service No.ED211509).
Buri, J. R., &Mueller, J. R. (1988). Self-monitoring and the Looking glass self. (ED300708).
Bush, D. W., & Achilles, C. M. (1986). Predicting effective disciplinary styles of teachers. Catalyst for Change, 15(3),10-13.
Cavanaugh, L. M. (1995). Multicultural Education: A Checklist for Selecting Children's Literature in the Classroom. Insights into Open Education. special issue Summer 1995. (ED386733).
Celep, C. (1999). Attitudes of Student-teachers [toward] Participation [in] Classroom Discussions. (ED452186).
Chao, R. K. (1993). Clarification of the authoritarian parenting style and parental control: Cultural concepts of Chinese child rearing. (ED361065).
Charlop, M. H.,& Sheehy, N.(1981). Styles of Child Discipline: A Survey of Attitudes and Behavior. (ED211226).
Corey, G. F. (1967). An investigation of the outcomes of introductory psychology. (ED014966).
Crystal, L. H., Susan E. M., Stefanie, K. H., &Carl, B. W. (2003). Group Leadership: Efficacyand Effectiveness. Group Dynamics Volume 7 (4) , 259-274.
Cummings, C. (2000). Winning strategies for classroom management. (ED466061).
David, M. P., Lawrence, R. B., Kim, D. D., & Widmeyer, W. N. (1999). Relationship between collective efficacy and team cohesion: Conceptual and measurement issues. Group Dynamics 3(3), 210-222.
De Regt, A., & Weenink, D. (2005).When negotiation fails: Private education as a disciplinary strategy. Journal of Education Policy, 20(1), 59-80.
DeBord, K. (1996). Appropriate Limits for Young Children: A Guide for Discipline. Part One [and] Part Two. (ED403989).
Eggleton, T. (2001). Discipline in the schools. (ED451554).
Eigenberger, M. (1993). A Philosophical Item Analysis of the Right-Wing Authoritarianism Scale. (ED 367674).
Etzioni, A. (1982). Schools: Educational experiences first--Part 1.American Education.18 (9), 6-10.
Evanac, D. M. (1993). Developing and implementing a discipline plan for hawthorne high school. 115p.; Ed. D. Applied Research Project, Nava University. May 1993. (ERIC Document Reproduction Service No.ED364984).
Furr, L. A., Wayne, U.,&Hines-Martin, V. (2003). Authoritarianism and attitudes toward mental health services. American Journal of Orthopsychiatry 73 (4) , 411-418.
Garrison, W. D. (1972). The relationship between school organization and teachers' authoritarian attitudes. Final Report. (ED062294).
Gaziano, C.(1996).Linkages between families and political extremism: A theory of the authoritarian personality and family system dynamics. (ED394162).
Gian, V. C., Claudio, B., Laura, B., & Patrizia, S. (2003). Efficacy beliefs as determinants of teachers' job satisfaction. Journal of Educational Psychology 95 (4) , 821-832.
Gidi, R. (2003).Authoritarianism and its relation to creativity: A comparative study among students of design, behavioral sciences and law. Personality and Individual Differences 34 (4) , 695-705.
Glen, W. (1998). Recasting Janis’s Groupthink Model: The Key Role of Collective Efficacy in Decision Fiascoes. Organizational Behavior and Human Decision Processes 73 (2/3), 185–209.
Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479-507.
Goddarda, R. D., &Goddardb,Y. L. ( 2001). A multilevel analysis of the relationship between teacher and collective efficacy in urban schools. Teaching and Teacher Education, 17, 807–818.
Goddard, R. D. Wayne, K. H., &Anita, W. H. (2004).Collective efficacy beliefs: theoretical developments, empirical evidence, and future directions. Educational Researcher, 33(3), 3–13.
Hadley, O. B., Andrews, J. (1978). A study of leadership styles of administrators at Los Angeles Southwest College. (ED171330).
Halpin, G. (1982). Personality characteristics and self-concept of preservice teachers related to their pupil control orientation. Journal of Experimental Education. 50(4), p195-99 .
Harris, K. R. (1984). Teacher characteristics as related to five dimensions of teacher stress, sex and age. (ERIC Document Reproduction Service No.ED246035).
Hendry, L. B., & Whiting, H. T.A.(1972). General Course and Specialist Physical Education Student Characteristics. Educational Research,14 (2), 152-156.
Howells, C. A. (1978). Authoritarianism in Jamaican Teachers' Colleges. Caribbean Journal of Education.5 (1-2),71-80.
Huang, M. H. (1999). Cross-cultural similarity in the love attitudes scales short form. Psychological Reports, 84, 617-624.
James, S. (1995). Television viewing and adolescent authoritarianism. Journal of Adolescence,18,271-288
Janice, T. G. (1976).Goals of educational psychology in teacher preparation: A discipline approach. Contemporary Educational Psychology, 1, 102-107.
Jim, S., &Felicia, P. (1999). Social dominance : An intergroup theory of social hierarchy and oppression. Cambridge University Press 1999.
John, A. R., &Peter, G.(2004). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. Paper presented at the annual meeting of the American Educational Research Association, San Diego, April, 2004.
Johnson, D. J. (1976). Relationship between administrators' personality and how they and the faculty perceived the administrator's role and degree of success.( ED178506).
Laut, J. (1999). Classroom management: Beliefs of preservice teachers and classroom teachers concerning classroom management styles. Paper presented an the Fall Teachers Education Conference (Charleston, SC, October 1999.12p.).
Leonard, W. (1979). Authoritarian personalities in the natural and social sciences. Journal of Vocational Behavior Volume 15(3) ,259-264.
Lutz, F. W.& Fallinger, D. L. (1981). The role of authoritarianism and deference in the selection of school administrators.(ED203522).
Marion, M.& Muza, R. (1998). Positive discipline: Six strategies for guiding behavior. Texas Child Care,22(2),p6-11.
Martin, N. K. (1997).Beliefs regarding classroom management style: Differences between male & female, urban & rural secondary level teachers.
Martin, N. K., & Baldwin, B. (1992). Beliefs regarding classroom management style: The differences between pre-service and experienced teachers. Paper presented an the annual conference of the Mid-South Educational Research Association, Knoxville, Tn, November, 1992.
Martin, N. K., & Baldwin, B. (1993). An examination of the construct validity of the inventory of classroom management style. Paper presented at the Annual. Meeting of the Mid-South Educational Research Association (New Orleans, LA,November 10-12,1993.15p.)
Martin, N. K., &Baldwin, B. (1994). Beliefs regarding classroom management style: Differences between novice and experienced teachers. Paper presented an the annual conference of the Southewest Educational Research Association, San Antonio, Tx., January,1994.15p.
Martin, N. K., & Shoho, A. R.(1999) Beliefs regarding classroom management style: Differences between traditional and alternative certification teachers. Paper presented at the Annual. Meeting of the American Educational Research Association (Montreal, Quebec, April 19-23,1999. 12p.)
Martin, N. K., & Shoho, A. R. (2000). Teacher experience, training, & age: The iInfluence of teacher characteristics on classroom management style. Paper presented at the Annual Meeting of Southwest Educational Research Association (Dallas, TX, January 27-29,2000. 17p.)
Musser, J. M., & Fleck, J. R. (1983). The relationship of paternal acceptance and control to college females' personality adjustment. Adolescence, 18, (72), 907-16.
Neel, R. G. (1982).Differences in comparative studies of authoritarian-personality characteristics across culture, language, and methods. (ED225056).
Nicholas, D. M., Deborah, L. F., &Sandra, E. S. (2004). Collective efficacy and team performance: A longitudinal study of collegiate football teams. Group Dynamics, 8(2), 126-138.
Nuttall, R. L. (1972). Do the factors affecting academic achievement differ by the socio-economic status or sex of the student? A puerto rican secondary school sample. Final Report.( ED064465).
Orlov, A. B. (1989). Problems of restructuring the teacher's psychological-pedagogical training. Soviet Education, 31(6),46-66.
Penman, K. A. et al. (1974). Success of the authoritarian coach. Journal of Social Psychology.92, 155-156.
Peretti, P. O.,&Statum, J. A. (1984). Father-son inter-generational transmission of authoritarian paternal attitudes. (EJ308013).
Richard, L., &Sara, A.(1999). Gender, personality, and prejudice: The display of authoritarianism and social dominance in interviews with college men and women. Journal of Research in Personality 33, 463–493.
Rippl, S.,& Boehnke, K.(1995) Authoritarianism: adolescents from east and west Germany and the United States Compared. New Directions for Child Development, 70,57-70.
Robert, J. H. (1992). Personality and charismatic leadership. The Leadership Quarterly Volume 3(2) , 81-108.
Ross, J. A. (1994). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the annual meeting of the Canadian Association for Curriculum Studies. ED379216 1994-06-00.
Sara, N. G. (1993). Education for tolerance: An experiment in counter-authoritarianism. (ED 129729).
Sargent, E. A. (1966). A study to determine certain characteristics of earth science curriculum project teachers and students in the permissive or authoritarian classrooms which lead to greater academic achievement in these students. (ED021716)
Speirs-Neumeister, K. L. (2004). Factors influencing development of perfectionism in gifted college students.Gifted Child Quarterly,48(4),259.
Sprague, J. R., Sugai, G., Horner, R., &Walker, H. M. (1999). Using office discipline referral data to evaluate school-wide discipline and violence prevention interventions. OSSC Bulletin, 42(2). (ED427438)
Stensmo, C. (1995). Classroom management styles in context: Two case studies. Paper presented at the Annual. Meeting of the American Educational Research Association (Sen Francisco, CA, April 18-22,1995. 22p.)
Sternberg, R. J., & Grigorenko, E. L. (1995). Styles of thinking in the school. European Journal for High Ability, 6, 201-219.
Tennent, L., & Berthelsen, D. (1997). Creativity: What does it mean in the family context? Journal of Australian Research in Early Childhood Education, 1, 91-104.
Tomal, D. R. (2001). A comaparison of elementary and high school teacher discipline styles. American Secondary Education, 30(1), 38-45.
Tomal, D. R.( 1998). A Five-styles teacher discipline model. (ED425158).
Tosi, H. L. (1970). The effect of the interaction of leader behavior and subordinate authoritarianism. (ED056341)
Travis, E.(2001).Discipline in the schools. (ED451554)
Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K.(1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202-24.
Wayne, W. W. (2004). Authoritarian hegemony, dimensions of masculinity, and male antigay attitudes. Psychology of Men and Masculinity, 5(2), 121-131.
Weiss, L. H.,& Schwarz, J. C. (1996). The relationship between parenting types and older adolescents' personality, academic achievement, adjustment, and substance use.Child Development, 67 (5),2101-14.
Weller, L., & Nadler, A.(1975). Authoritarianism and job preference. Journal of Vocational Behavior,6(1), 9-14.
William, D. W., Robert, C. R.&Vernon, L. Q. (1993). Authoritarianism and sexual aggression. Journal of Personality and Social Psychology 65(5), 1036-1045.
Wilson, H. A. (1985). Student teaching: A search for control and style. (ED267130).
Zhou, Q., Eisenberg, N. W. Y., &Reiser, M. (2004). Chinese children's effortful control and dispositional anger/frustration: Relations to parenting styles and children's social functioning. Developmental Psychology, 40(3), 352-366.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top
系統版面圖檔 系統版面圖檔