| Summary: | 碩士 === 國立臺灣師範大學 === 教育學系 === 86 === The aims of this study are to understand the status quo of elementary school teachers'''' management of class climate, classroom conflicts and teachers'''' teaching efficacy as well as to discuss their relationship with one another. Five hundred ninety-six teachers from Taoyuan Hsien, Hsinchu City, Hsinchu Hsien and Miaoli Hsien in Taiwan are chosen to be stesed by ques onnaire. survey According to the analytic and statistical outcomes of this survey as well as the discoveries of main research, this study arrange, depict and sum up the datum to get conclusions. By so doing, this study contribute come suggestions so as to be elementary school teachers'''' future references about how to effectively manage class climate and classroom conflicts as well as how to improve their own teaching efficacy.
Important discoveries and conclusions of this study:
The elementary school teachers in Taoyuan, Hsinchu and Miaoli areas have generally performed well in managing class climate and classroom conflicts and commonly had good teaching efficacy. Only the dimensions of how to build students'''' "Intimate Relationship" in the climate of classroom management and how to complete "Teacher and Students'''' Objectives and Directions" in teachers'''' teaching efficacy still need enhancing and improving.
Most of the elementary school teachers in Taoyuan, Hsinchu and Miaoli areas use the model of "Compromise" to manage classroom conflicts; some of them use the models of "Submission" and " Cooperation"; and least of them use "Evasion" and "Competition."
There are obvious differences between elementary school teachers of different classes in vaious areas use apparently different models to manage classroom conflicts; teachers with different sexes, ages, years of service, and education backgrounds also manage classroom conflicts with different models. Besides, teachers with different sexes, ages, years of service, and education backgrounds have obviously different teaching efficacy.
The domain of how elementary school teachers manage class climate and classroom conflicts and the domain of teachers'''' teaching efficacy together with the integrated domain appear to be positive correlation. Therefore teachers'''' teaching efficacy can be considerably predicted by observing the way how elementary school teachers manage class climate and classroom conflicts.
According to the discoveries and conclusions of this research, this study suggest as following:
1. About elementary school teachers'''' management of class climate:
Help teachers to perceive and understand social- system of a class; encourage teachers to define a clear domain or make definite principles for managing class climate; support teachers to manage class climate; inspire teachers to develop the intimate relationship of students and peers; guide teachers to make use of the opportunity of managing conflicts so as to create a good class climate; hearten teachers in town and village areas to enrich the climate of classroom management.
2. About elementary school teachers'''' management of classroom confilicts:
Help teachers to form correct opinions for and attitudes toward conflict management; improve teachers'''' knowledge and skills of how to manage conflicts and add relative training for them; enhance teachers'''' perceptions and responses about all kinds of conflict-managing situations; encourage teachers to take the conflict-managing policies that both "Pay Attention to Students" and "Take Care of Self"; impel teachers to build a good teacher-student interactive relationship which is helpful to the management of classroom conflicts; encourage teachers to make use of the opportunity of managing conflicts so as to create a good class atmosphere.
3. About elementary school teachers'''' teaching effectiveness:
Encourage teachers to perform "Management of Objective" so as to effectively fulfill the objectives and functions of a class; inspire teachers to create a good class climate so as to improve teaching efficacy; hearten teachers to set proper models for classroom management so as to enrich teaching efficacy; encourage teachers to make use of conflict management so as to evaluate self-teaching efficacy; help teachers to comprehend students'''' expectations so as to satisfy students'''' reasonable requirement.
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