| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 103 === This study aimed to explore the status quo of the implementing differentiated instruction and the classroom management effectiveness of junior high school teachers in Taichung City. Under the different individual background variables, this study aims to ascertain the perceived differences in implementing differentiated instruction and classroom management effectiveness of teachers and explores the relationship between implementing differentiated instruction and classroom management effectiveness and further analyzes the predictive powers of implementing differentiated instruction on classroom management effectiveness.
This study used a questionnaire entitled “The Relationship between Implementing Differentiated Instruction and Classroom Management Effectiveness of Junior High School Teachers in Taichung City” as the research tool and regards public junior high school teachers as the research objects. This study adopts the stratified random sampling approach and, in total, there are 450 valid samples. Descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression and other statistical methods are adopted to analyze the data. Based on the results of the data analysis, the conclusions for this study are as follows:
1. The perception of the implementing differentiated instruction of junior high school teachers has moderately high degrees, in which “systematically teach” has the highest degree of perception.
2. There are significant differences in the perceived implementing differentiated instruction of junior high school teachers based on their subjects taught.
3. The perception of the classroom management effectiveness of junior high school teachers has moderately high degrees, in which “parent-teacher communication” has the highest degree of perception.
4. There are significant differences in the perceived classroom management effectiveness of junior high school teachers based on their years served as teachers and school area.
5. There are significant positive correlations between implementing differentiated instruction and the classroom management effectiveness of junior high school teachers, indicating the higher the implementing differentiated instruction, the higher the classroom management effectiveness and vice versa.
6. There are significant predictive powers in implementing differentiated instruction on the classroom management effectiveness of junior high school teachers. In other words, the degree of implementing differentiated instruction for teachers could predict the degree of their classroom management effectiveness.
Finally, in accordance with the study results, the author would like to make certain suggestions in order to provide references for the education authorities, administrators of junior high schools and teachers of junior high schools, as well as for future studies. Also, this study is expected to be conducive for the policy stipulation and promotion, advancement, as well as development of school education.
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