A Study on the Disciplinary Beliefs and Classroom Management Effectiveness of Junior High School Main Room Tutors in New Taipei City

• Main Authors: Hsu,Hsiao-Chi, 徐小琪
• Other Authors: Dr. Lin,Shu-Jan
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/6w3zcw

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 103 === The purposes of this research were to understand the present situation of the disciplinary beliefs and classroom management effectiveness of junior high school main room tutors in new Taipei city, discuss the differences of different variables of main room tutors’ disciplinary beliefs in junior high schools, and further explore the differences and relationships of different disciplinary beliefs and classroom management effectiveness of main room tutors in junior high schools. The research of population of the questionnaire investigation was main room tutors worked in junior high schools in New Taipei City in the second semester of academic year 2013; sent 887 questionnaires and received 673 effective questionnaires,and the effective response rate was 75.9%. The research tool was self-edited “ The Questionnaire of Main Room Tutors’ Disciplinary Beliefs and Classroom Management Effectiveness of Junior High School Main Room Tutors in New Taipei City”, and analyzed the received data by descriptive statistics, one-sample T-test, independent sample T-test, paired-sample T-test, one-way ANOVA and regression analysi. The conclusions were as follows: 1. There were above average perception for behaviorism-oriented beliefs and humanism-oriented beliefs among junior high School main room tutors in New Taipei City, ‘Humanism-oriented beliefs’ were significantly higher than ‘behaviorism-oriented beliefs’ of junior high school main room tutors among the dimensions ‘the teacher role’, ‘the student nature and ’ the handling of problematic behavior’. 2. Among the main room tutors in junior high School in New Taipei City show an intermediate tendency toward classroom management effectiveness, the dimension ‘classroom environment’ is the optimal aspect, and the rest are ‘relationships between tutor and parents’, ‘Students career planning guidance’, and ‘class norm’. 3. Significant differences existed among the gender on the disciplinary beliefs of junior high school main room tutors in New Taipei City. For male main room tutors ‘behaviorism-oriented beliefs’ was Significantly higher than female main room tutors. 4. Significant differences existed among the years of being main room tutors on the disciplinary beliefs of junior high school main room tutors in New Taipei City. The 6-10 years of being main room tutors’ disciplinary beliefs was significantly higher than the 11-15 years of being main room tutors. 5. Significant differences existed among the school scale on the disciplinary beliefs of junior high school main room tutors in New Taipei City. ‘Behaviorism-oriented beliefs’ of small-scale school main room tutors was significantly higher than big-scale and meddle-scale school main room tutors. ‘Humanism-oriented beliefs’ of small-scale school main room tutors was significantly higher than meddle-scale school main room tutors. 6. There is significant distinction for various degrees of the disciplinary beliefs of junior high school main room tutors between the partially and total classroom management effectiveness. ‘High tendency disciplinary beliefs’ is the optimal factor.