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• Main Authors: Lu-Fang Lee, 李露芳
• Other Authors: Ruey-Ling Chu
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/52399903612013575535

碩士 === 國立東華大學 === 教育研究所 === 90 === The purpose of the current study was to discuss teacher appraisals, emotion and coping behavior during teacher-student conflicts, and present a theoretical structure by cognitive appraisal model of Lazarus to better understand the mental process of teacher on conflict. In phase one, 6 teachers of middle school interviewed in depth to understand the issue of teacher-student conflicts in Taiwan. In phase two, 370 junior high school teachers responded to questionnaires about their traits, beliefs and the attitudes during a conflict. A part of the questionnaires contains six scenarios of teacher-student conflicts, which displays three kinds of common conflict events in a school that are learning behaviors, general manners, and illegal behaviors. This research assumed teachers’ backgrounds and traits could affect teacher appraisals and coping behaviors during teacher-student conflicts. Besides appraising direct affect coping behaviors, we also predicted that individual differences such as teacher face need, authoritarian tendency, and education beliefs indirect affect coping behaviors through appraisal and emotion. The major findings of the current study are as follows: (a) personal backgrounds such as gender and marriage are an ineffective predictor in teacher beliefs, appraisals, and coping behaviors besides years of experience. The younger experience teachers have, the more dominative they tend to. (b) base on path analyses, the stronger face need or authoritarian tendency teachers have, the easier they explain that students’ illegal behaviors will threaten teacher face or authority. Simultaneously, they anger or embarrass, and might adopt coping strategies such as dominating and avoiding without respect to students’ standpoints. Above findings conform to antecedently hypothesis. (c) teacher beliefs less affect teacher coping with teacher-student conflicts. In accordance with research findings, we propose likely aspects which teacher correct and supervise misbehavior of students.