查詢結果分析
相關文獻
- 私立課後照顧機構教師轉化領導行為、班級經營策略與班級經營效能關係之研究:中介效果模式驗證
- 國小教師之教師信念、領導行為、班級經營策略與班級經營效能之結構關係研究
- 國中導師班級經營信念、策略與效能關係之探討
- 兒童課後照顧教師運用班級團體動力之困境與可行策略探究
- 國中導師班級經營策略與班級經營效能相關之研究--以彰化縣為例
- 課後照顧教師自我效能與教學承諾影響班級經營效能之研究
- 高職導師班級經營策略與效能之相關研究
- 課後托育教師轉化與互易領導影響班級經營效能之研究:以班級氣氛為中介之衡量
- 陸官學生的「班級經營」認知初探
- Analysis of Two-Level Structural Equation Models via EM Type Algorithms
頁籤選單縮合
題 名 | 私立課後照顧機構教師轉化領導行為、班級經營策略與班級經營效能關係之研究:中介效果模式驗證=A Study on the Relationships among After-school Teachers' Transformational Leadership, Classroom Management Strategy, and Classroom Management Effectiveness: A Test of the Mediated-effects Model |
---|---|
作 者 | 曾榮祥; 張家瑜; | 書刊名 | 臺中教育大學學報. 教育類 |
卷 期 | 27:2 2013.12[民102.12] |
頁 次 | 頁77-104 |
分類號 | 521.64 |
關鍵詞 | 課後照顧; 教師轉化領導; 班級經營策略; 班級經營效能; 結構方程模式; After-school child care; Teachers' transformational leadership; Classroom management strategy; Classroom management effectiveness; Structural equation modeling; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究根據相關文獻與實證研究,建構一個理論模型,納入私立課後照顧機構教師之轉化領導行為、班級經營策略與班級經營效能等變項,藉以探究私立課後照顧機構教師轉化領導模式。研究對象採取調查研究法,自編「私立課後照顧機構教師班級領導行為描述問卷」,以北部地區就讀於私立課後照顧機構的學童為研究的施測對象,依據研究目的,以t考驗、單因子變異數分析、Pearson積差相關及結構方程模式等統計方法,檢驗本研究之相關假設與理論模式。研究結果有七項發現:一、課後照顧教師轉化領導行為最常運用的是「激勵」,最少運用的是「個別化關懷」;二、課後照顧教師班級經營略以「學習輔導策略」最常運用,「人際關係策略」最少運用;三、課後照顧教師班級經營效能以「教師教學品質」最高,「生活適應成效」最低;四、不同性別之學童知覺教師轉化領導行為、班級經營策略與效能皆無顯著差異;五、中年級課後照顧學童知覺教師轉化領導行為、班級經營策略與班級經營效能皆高於高年級學童;六、課後照顧教師轉化領導行為、班級經營策略與班級經營效能等三者具有正相關存在;七、課後照顧教師轉化領導行為會透過班級經營策略的中介作用間接影響班級經營效能,且屬於完全中介效果。 |
英文摘要 | The main purpose of this study was to explore the relationship between after-school teachers' transformational leadership, classroom management strategy, and classroom management effectiveness. The study employed questionnaire survey method to gather the research data. The major instrument "The Description Questionnaire of the After-school Teachers' Class Leadership" was designed to collect data. A sample of children of the afterschool child care centers in Northern Taiwan was generated and returned data were analyzed through t-test, one-way ANOVA, Pearson correlation analysis, and structural equation modeling.The results were summarized as follows: 1. The after-school teachers often used inspiration, but they seldom used individualized consideration. 2. The after-school teachers often used study consulting strategy, but they seldom used interpersonal consulting strategy. 3. The teaching-quality effectiveness revealed to have the best outcome, and the Life-adaption effectiveness revealed to have the lowest outcome. 4. There was no significant differences among the sex of children for their after-school teachers' transformational leadership, classroom management strategy, and classroom management effectiveness. 5. Significant differences existed among the grade of children for teachers' after-school teachers' transformational leadership and classroom management strategy. 6. There was significant relationship among after-school teachers' transformational leadership, classroom management strategy and classroom management effectiveness. 7. Also, the classroom strategy had the significant mediated effects on after-school teacher transformational leadership and classroom management effectiveness. |
本系統中英文摘要資訊取自各篇刊載內容。