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    題名: 新北市國中導師班級經營策略與校園霸凌行為關係之研究
    其他題名: A study on the relationship between homeroom teacher's classroom management strategies and school bullying in New Taipei City junior high schools
    作者: 劉宜佩;Liu, Yi- Pei
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    薛雅慈
    關鍵詞: 班級經營策略;校園霸凌;國中;導師;classroom management strategies;school bullying;junior high school;homeroom teacher
    日期: 2014
    上傳時間: 2015-05-04 09:19:33 (UTC+8)
    摘要: 本研究目的旨在瞭解新北市國中學生覺知導師班級經營策略與校園霸凌行為之現況,比較不同背景變項學生對導師班級經營,及校園霸凌行為現況覺知的差異情形,並探討國中導師班級經營策略與校園霸凌行為的相關情形。
    本研究回顧過往文獻,建立研究架構,採用問卷調查法,以「新北市國中學生校園經驗調查問卷」,作為研究工具,研究對象為新北市公立國中之學生,依學校規模採取分層叢集抽樣,共抽取7校,再隨機抽取該校七、八、九年級學生各一班為樣本,共回收有效問卷603份,最後將所得資料以平均數、標準差、t考驗、單因子變異數分析、皮爾森積差相關等統計方法進行資料分析。
    本研究之結論如下:
    壹、新北市國中學生覺知導師班級經營策略情況普遍良好,其中以「親
    師溝通」為最高。
    貳、新北市國中學生對校園霸凌行為的覺知情形並不普遍,其中以「言
    語霸淩」為最高,其次依序為「關係霸淩」、「性別霸淩」、「肢
    體霸淩」和「網路霸淩」。
    叁、新北市國中七年級與九年級學生在整體「導師班級經營策略」覺
    知上,較優於八年級學生。
    肆、新北市國中學生對於女性導師在整體「導師班級經營策略」覺知
    上,較高於男性導師。
    伍、新北市導師年資26年以上的國中學生在整體「導師班級經營策略」
    覺知上,較優於導師年資為6~15年及16~25年的國中學生。
    陸、新北市國中女學生在「關係霸淩」、「網路霸淩」層面覺知上,
    較高於國中男學生。
    柒、新北市國中八年級學生在「言語霸淩」層面覺知上,較高於七年
    級學生;九年級學生在「肢體霸淩」層面覺知上,較高於七年級
    學生;九年級學生在「性別霸淩」層面覺知上,較高於八年級學
    生。
    捌、新北市學校規模25~59班的國中學生在整體「校園霸凌行為」覺知
    上,較高於學校規模60班以上的國中學生。
    玖、新北市國中學生對導師班級經營策略覺知愈傾向良好,校園霸凌
    行為覺知也越不普遍,尤其是人際關係經營與校園霸凌行為的關
    係最為明顯。
    最後,根據上述的研究結論,提出具體建議,以做為學校、導師及未來研究者之參考。
    The purpose of this study is to understand the status of homeroom teacher’s classroom management strategies and school bullying in New Taipei City junior high schools. Also, compare the differences of homeroom teacher’s classroom management and school bullying among students with different background variables, and explore the related situations between homeroom teacher’s classroom management strategies and school bullying.
    The research took a look at previous researches, used the survey method ,and established the research frame by adopting “ questionnaires of school life experiences of junior high school students in New Taipei City” as a research tool. The research took junior high school students in public schools of New Taipei City as subjects. And then take samples from 7 schools by stratified cluster sampling. Next, take samples from one class of the seventh, eighth and ninth grade in each school by random sampling. There were 603 effective questionnaires returned after that. Finally, all the data received were analyzed by t-test, one-way ANOVA, Pearson’s correlation. The conclusions are as follows:
    1. The status of homeroom teacher’s classroom management strategies in New Taipei City junior high schools are quite well;especially among them ,”the communication between homeroom teachers and parents” scores the highest.
    2. The status of school bullying in New Taipei City junior high schools are not quite universal, though the “verbal bullying” is predominated;less common in turn are “relation bullying”, “sexy bullying” , “physical bullying”, ”cyber bullying”
    3. The seventh graders and ninth graders in New Taipei City are more aware of the homeroom teacher’s classroom management strategies than the eighth graders.
    4. The junior high students in New Taipei City get better awareness of the female homeroom teacher’s classroom management strategies than the male homeroom teacher’s.
    5. The awareness of junior high school students whose homeroom teachers’ seniority are above 26 years is better than that of those whose homeroom teachers with 6~15 and 16~25 years of seniority.

    6. The female students in New Taipei City are more aware of relation bullying and cyber bullying than the male students.
    7. The eighth graders in New Taipei City get more awareness of verbal bullying than the seventh
    graders. And the ninth graders are more aware of physical bullying than the seventh graders. The ninth graders are more aware of sexy bullying than the eighth graders.
    8. The junior high schools students of class size of 25~59 are more perceptive to the school bullying than the ones of class size above 60.
    9. The junior high students in New Taipei City were more aware of homeroom teacher’s classroom management strategies,the less they perceptive of school bullying , especially the relationship between “management of human relations” and school bullying totally.
    Based on the research conclusions, the author provided some suggestions to the school authority, homeroom teachers and future researches for references.
    顯示於類別:[教育政策與領導研究所] 學位論文

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