| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 99 === This Study aimed to illustrate the existing circumstances of elementary students'' perception
to the teacher’s personality, classroom ambience, and student engagement; along with the
differences among elementary students with different backgrounds, the relationships between
two groups, and assumptions. A questionnaire was used in this study, and the respondents
were from four elementary schools of Southern Taiwan. 1200 elementary students were
chosen via stratified random sampling method.
The result showed that the tendency of elementary students'' perception to the teacher’s
personality was statistically significant, and "conscientiousness" was prominent compared to
other traits; the tendency of elementary students'' perception to classroom ambience was
statistically significant, and "class coherence" was prominent compared to other items; the
tendency of elementary students'' perception to student engagement was statistically
significant, and "seeing purpose of engagement" was prominent compared to other items.
It showed significant differences in fields including gender, grade, teacher’s gender, the
scale of the class, the scale of the school, and the city/county where the school locates of the
respondents while perceiving the teacher’s personality. It also showed significant differences
in fields including gender, grade, the scale of the class, the scale of the school, and the
city/county where the school locates of the respondents while perceiving classroom ambience
and student engagement.
The strongest predictive power for classroom ambiance on teacher''s personality lied in
"agreeableness" and "emotional stability." Meanwhile, "agreeableness" held no significant
predictive power toward "Class order and creativity," "learning activities," "class coherence"
and "peer interaction." The strongest predictive power for student engagement on class
ambience lied in "class coherence." Elementary students'' perception to teacher''s personality
had a relatively high correlation with class ambience and student engagement. Elementary
students'' perception to class ambience also had a relatively high correlation with student
engagement.
To conclude, this thesis gave suggestions specifically for educational administrative
departments, elementary schools and further studies for future reference.
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