| 摘要: | 本研究目的是探討國中教師的人格特質、正向管教與師生關係之間的關聯，使用問卷調查法進行分析。回收有效問卷共計307份，透過描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關和多元迴歸分析等統計方法來分析資料。研究結果說明如下：
一、本研究樣本人格特質的「外向性」、「友善性」、「神經質」及「開放性」是中間程度，「嚴謹性」是中間以上程度；正向管教的「正向的支持氣氛」、「合理的管教措施」及「穩定的情緒管理」皆是中間以上程度；師生關係的「學習指導」是中間以上程度，「關心互動」及「親近信任」是中間程度。
二、國中教師人格特質的「外向性」、「友善性」、「嚴謹性」、「開放性」與師生關係的所有構面「學習指導」、「關心互動」及「親近信任」皆有顯著正相關。人格特質的「神經質」與師生關係的「學習指導」有顯著負相關。
三、國中教師正向管教的所有構面「正向的支持氣氛」、「合理的管教措施」、「穩定的情緒管理」與師生關係的所有構面「學習指導」、「關心互動」、「親近信任」皆有顯著正相關。
四、國中教師人格特質的「外向性」、「友善性」、「嚴謹性」，及國中教師正向管教所有構面「正向的支持氣氛」、「合理的管教措施」、「穩定的情緒管理」皆與師生關係的「學習指導」具有顯著解釋力。
五、國中教師人格特質的「外向性」及國中教師正向管教「正向的支持氣氛」與師生關係的「關心互動」具有顯著解釋力。
六、國中教師人格特質的「外向性」、「開放性」，及國中教師正向管教「正向的支持氣氛」、「穩定的情緒管理」與師生關係的「親近信任」具有顯著解釋力。
七、實務建議：教師調整師生互動方式、教師調整正向管教的策略。
八、對教育主管機關之建議：正向管教的研習、種子教師分享實務經驗、降低師生比。
The purpose of this study was to examine the relationship between teachers' personality traits, positive discipline and teacher-student relationship among junior high school teachers using a questionnaire survey for analysis. A total of 307 valid questionnaires were collected, and data were analyzed by using descriptive statistics, independent samples t-test, one-way ANOVA, Pearson correlation analysis, and multiple regression analysis. The research results are explained as follows:
1. The personality traits of the sample in this study are "extraversion", "friendliness", "neuroticism" and "openness" are at the middle level, and "rigor" is at the middle or above level; the "positive supportive atmosphere" of positive discipline , "reasonable discipline measures" and "stable emotional management" are all above the middle level; the "learning guidance" of the teacher-student relationship is above the middle level, and "care and interaction" and "closeness and trust" are at the middle level.
2. The personality traits of junior high school teachers such as "extroversion", "friendliness", "rigor" and "openness" are related to all aspects of the teacher-student relationship "learning guidance", "care and interaction" and "closeness and trust". There is a significant positive correlation. The personality trait "Neuroticism" has a significant negative correlation with the teacher-student relationship "Study Guidance".
3. All aspects of junior high school teachers’ positive discipline “positive supportive atmosphere”, “reasonable discipline measures”, “stable emotional management” and all aspects of teacher-student relationship “learning guidance” and “caring interaction” , "Closeness and Trust" all have significant positive correlations.
4. "Extroversion", "Friendliness", and "Rigorousness" in the personality traits of junior high school teachers, and all aspects of positive discipline of junior high school teachers: "positive supportive atmosphere", "reasonable discipline measures", "stability" "Emotional management" all have significant explanatory power with the teacher-student relationship "learning guidance".
5. The "extraversion" of junior high school teachers' personality traits, the "positive supportive atmosphere" of junior high school teachers' positive discipline and the "careful interaction" of teacher-student relationships have significant explanatory power.
6. The "extroversion" and "openness" of junior high school teachers' personality traits, as well as the "positive supportive atmosphere" and "stable emotional management" of junior high school teachers' positive discipline and "closeness and trust" in the teacher-student relationship have significant explanations force.
7. Practical suggestions: Teachers adjust the interaction between teachers and students, and teachers adjust strategies for positive discipline.
8. Suggestions to education authorities: study of positive discipline, seed teachers sharing practical experience, and reducing the teacher-student ratio. |
