| Summary: | 碩士 === 國立屏東師範學院 === 國民教育研究所 === 90 === The study of the class motivation and
class morale in elementary schools
Abstract
The main purpose of this study focuses on the following issues: First, to investigate the current status and correlation of the class motivation and class morale. Second, to question if background variables have any inference on class motivation and class morale, further more, to obtain concrete data.
We employ both data analysis and questionnaire to go on this study. With the self-designed “ Questionnaire for the class motivation and class morale in elementary schools ” as the tool, we conduct the survey based on the subjects of 1130 students drawing from the 3-6 graders in Kaohsiung City, Kaohsiung and Pingtung County. After collecting the data, we layer the second part of the questionnaire, class motivation, into four (regulation, communication, leadership, conflict); and layer
the third part, class morale, into three (cooperation, perseverance, enthusiasm). Then, we research the students’ background variables and these layers by ways of t-test, One-way ANOVA, Scheffe method, Pearson product-moment correlation coefficient, and multiple regression. According to our analysis, we have the following conclusions, and suggestions.
A. Conclusions:
1. There is a tight connection between class motivation and class morale. The more the class motivation, the higher the class morale.
2. The students’ background variables closely relate to the class motivation and class morale. The levels of the performance in class motivation and class morale are as the following : the 5-6 graders are better than 3-4 graders; Girl students are better; Medium-size schools are better; Urban schools are better than rural and far-away schools.
3. The population of a class has no definite impact on class motivation and class morale.
4. Among all the variables, the communication factor in class motivation has the most inference on class morale.
5. To sum up : In urban schools, the female teachers teaching 5-6 graders perform the best in class motivation and class morale, if provided with a good communication class surrounding.
B. Suggestions:
1. To the education administration departments:
(1) The medium-size schools are preferred.
(2) To shorten the distance between urban and rural education.
(3) To balance the both-sex education environment.
2. To the school administration staff:
(1) to the principles:
a. To built a good campus culture.
b. To built a positive atmosphere.
c. To strengthen teaching leadership.
(2) To the directors:
a. To make sure the administration supports the teaching.
b. To set up adequate regulations to follow.
c. To strengthen the teachers’ concept of conflict management.
d. To realize the evaluation of teaching.
e. To develop the cooperative teaching groups.
(3) To teachers:
a. To built secure two-way communication.
b. To built a good class cooperative-learning environment.
c. To adopt contingent leading style.
d. To make use of regulations and leading motion.
e. To fully divided the class resource.
f. To emphasis on the class election and training.
Key words: Elementary schools, The Classes, Class Motion,
Class Morale
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