A Meta-analysis on the Correlation of Teacher’s Personality Traits, Emotional Management and Leadership Behavior to the Classroom Management Effectiveness

• Main Authors: Shue-huey Lin, 林雪惠
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/03828774372665909335

碩士 === 慈濟大學 === 教育研究所 === 99 === In this study, a meta-analysis method was conducted to synthesize 34 existing researches by comparing the correlation of teacher’s personality traits, emotional managements and leadership behaviors with the classroom management effectiveness. There were 492 statistics collected from the 34 studies to be analyzed. The results obtained from meta-analysis are: (a) In teacher’s personality traits, the effect sizes of agreeableness, conscientiousness, openness to experience and extraversion reach medium and higher than neuroticism. (b) All the effect sizes of teacher’s emotional managements are above medium. (c) The effect sizes of teacher’s leadership behaviors reach large effect size, especially in charisma, inspirational motivation, individualized consideration and contingent reward. (d) Among three different education stages, their effect sizes of teacher’s personality traits are not significantly different. The junior high school teachers’ effect size is slightly higher than senior high school teachers’ and elementary school teachers’. (e) The correlation effect sizes of teachers’ emotion managements among three different education stages are significantly different. The senior high school teachers’ effect size is the highest, the junior high school teachers’ is the second and the elementary school teachers’ is the third. The results show that emotion management and performance highly correlated to classroom management, due to the students’ ages, the elder the students are, the higher the correlations are. (f) The teachers’ leadership behaviors can significantly enhance the effectiveness of their classroom management. (g) Commpared the correlations of teachers’ personality traits, emotional managements and leadership behaviors with their classroom management effectiveness: leadership behaviors are first of all, emotional managements are the second, and the third is personality traits.