| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 91 === Students’ Perceptions of Teacher-Student Conflict
in Junior High Schools in Maioli County
Wan-Shing Chung
Abstract
The purpose of this study was to investigate students’ perceptions of teacher-student conflict in junior high schools in Maioli County. The sample included 558 junior high school students in the county. Survey data were analyzed by descriptive statistic, one-way MANOVA, canonical correlation, and multiple regression.
Results revealed that students perceived that teacher-student conflict events were various and academic study was the major issue among them. Gender, grade level, and academic achievement were significantly affected teacher-student conflict issues. Students perceived that “the discipline of teachers and student misbehavior” was the main factor of teacher-student conflict. Academic achievement and SES were significantly affected teacher-student conflict factors. Students often adopted “avoidance” coping strategy for confronting teacher-student conflict. Gender, academic achievement, and SES were significantly affected students’ coping strategies of teacher-student conflict. Students perceived that teacher-student conflict issues were related significantly to teacher-student conflict factors. The teacher-student conflict issues and factors were significant predictors for students’coping strategies.
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