國民中學教師的溝通行為、工作壓力與教學效能之相關研究

• Main Author: 陳怡君
• Other Authors: 吳煥烘
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/57024475310187894372

碩士 === 國立嘉義大學 === 國民教育研究所 === 98 === The purpose of this study was to investigate the current condition of teacher’s communication behaviors, teacher’s work stress and teaching efficacy of the junior high schools; to understand the discrepancies of teacher’s communication behaviors, teacher’s work stress and teaching efficacy from various backgrounds, and further to analyze the relationship among teacher’s communication behaviors, teacher’s work stress and teaching efficacy. It also aimed to analyze the prediction in perspectives of teaching efficacy from perspectives of teacher’s communication behaviors and teacher’s work stress. According to the research findings and conclusions, suggestions were proposed as a reference for educational administrations, school superintendents, and educators. In this study, questionnaires were adopted, and the junior high school teachers in Chiayi County and City were the target population. 366 teachers were sampled by stratified random sampling method based on the school scale. There were 358 questionnaires return with the ratio 97.8% and 303 questionnaires were valid. After the questionnaires were return and digested, the collected data were analyzed with t-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression method. The research conclusions were as followed: 1. The current condition of teacher’s communication behaviors, teacher’s work stress and teaching efficacy of the junior high schools was good. 2. Different “gender”, “service years”, and “positions” would lead to some differences in teacher’s communication behaviors. 3. Different “service years” and “school scale” would lead to some differences in teacher’s work stress. 4. Different “education degree”, “service years”, “positions” and “school scale” would lead to some differences in teaching efficacy. 5. Correlations existed among teacher’s communication behaviors, teacher’s work stress and teaching efficacy. 6. Teacher’s communication behaviors and teacher’s work stress could predict teaching efficacy. Lastly, depending on the research conclusions, suggestions were proposed as the reference for educational institutions, school administrators, teachers and follow-up researchers.