| Summary: | 碩士 === 中臺科技大學 === 文教事業經營研究所 === 105 === This study was to understand elementary school teachers’ Emotion Management and Classroom Management Effectiveness in Taichung City. Research methods included questionnaire, and stratified random sampling; 526 questionnaires were distributed. Research data collected were analyzed using descriptive statistics analysis, independent sample t test, one-way analysis of variance, and Pearson’s correlation analysis.
The findings of this study were summarized as follows:
1. Teachers’ Emotion Management in Taichung elementary school is above average, especially in “Emotion Self-assessment”.
2. Students’ behavior is the main reason causing teachers’ emotional fluctuations.
3. The teachers’ Classroom Management Effectiveness is above average,especially in terms of class regulations management.
4. The best way to enhance Classroom Management Effectiveness for elementary school teachers in Taichung City is to establish clear regulations.
5. Teachers’ Emotion Management varies drastically in regards to seniority and different school positions.
6. Teachers’ Classroom Management Effectiveness also varies exponentially in terms of education backgrounds, positions, school scales, and school locations.
7. The better Emotion Management, the better Classroom Management Effectiveness.
8. Emotion Management is predictable to Classroom Management Effectiveness for elementary school teachers inTaichung, especially “Emotion awareness” is the most predictable.
Finally, suggestions were provided based on the research results as future reference for educational administrative organizations, schools, elementary school teachers and further researches.
Keywords： Elementary school teachers, Emotion Management, Classroom
Management Effectiveness
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