| Summary: | 碩士 === 中原大學 === 教育研究所 === 100 === The main purpose of this study was to investigate the relationship between personality traits and classroom management strategies of elementary school homeroom teachers. The sample consisted of 468 homeroom teachers in Taoyuan county. Instruments included Personality Traits Scale, and Classroom Management Strategies Scale. The results are listed as follows.
1.Among elementary school teachers’ personality traits, “Agreeableness” and“Conscientiousness” were rated higher than other dimensions.
2.The current status of elementary school teachers’ classroom management strategies was above average. The “classroom atmosphere management” were rated higher than other dimensions.
3.The significance group differences were found in teachers’ personality traits in terms of genders, age, seniority, teaching grades and school size.
4.The significance group differences were found in teachers’ classroom management strategies in terms of genders, age, marital status, teaching grades and school size.
5.Personality traits were significantly positive correlated with classroom management strategies of elementary school homeroom teachers.
6.Classroom management strategies were predicted significantly by personality traits of elementary school homeroom teachers.
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