期刊目錄列表 - 66卷(2021) - 【教育科學研究期刊】66(3)九月刊
Directory

學校管理模式與學生偏差行為關係之研究:以教師教學投入與教學支援為中介變項
作者:國立臺灣師範大學教育學系暨教育政策與行政研究所陳玉娟

卷期:66卷第3期
日期:2021年9月
頁碼:1-30
DOI:https://doi.org/10.6209/JORIES.202109_66(3).0001

摘要:
    本研究目的係在釐清學校管理模式、教師教學投入、教學支援及學生偏差行為的內涵,進而驗證此四個變項之間的關係、確認本研究所建構之結構方程模式與觀察資料間的適配程度與模式是否成立。為了達成上述研究目的,研究者利用經濟合作暨發展組織(Organization for Economic Co-operation and Development, OECD)於2015年進行之實證調查活動,請學校校長或是由校長所指定之學校人士,依目前所服務學校的實際狀況進行填答,共計回收有效問卷14,530份。研究者挑選符合變項定義之題項為衡量變項,利用IBM SPSS Statistic 22.0統計軟體進行描述性統計、探究性因素分析及信度分析,並利用AMOS進行結構方程模式驗證,以瞭解本研究所建構之方程模式是否適配。研究結果發現,本研究的七項假設皆成立,且建構之結構方程模式達到適配標準。綜言之,研究支持:一、學校管理模式對教師教學投入、教學支援及學生偏差行為有直接影響;二、教師教學投入對學生偏差行為具有直接影響效果;三、教學支援對於學生偏差行為亦具有直接影響效果;四、教師教學投入與教學支援亦扮演中介變數角色,學校管理模式可以利用前述兩者作為中介變數,間接影響學生偏差行為表現狀況。立基於上述研究結果發現,本研究提出相關建議供參。

關鍵詞:教師教學投入、教學支援、學生偏差行為、學校管理模式

《詳全文》 檔名

參考文獻:
    1. 王光治(2011)。原住民地區國小教師融合教育態度與教學支援需求之研究(未出版碩士論文)。國立臺東大學。https://doi.org/10.6836/NTTU.2011.00006 【Wang, G.-J. (2011). A study of the integrated education attitudes and teaching support needs of the aboriginal elementary school teachers [Unpublished master’s thesis]. National Taitung University. https://doi.org/10.6836/NTTU.2011.00006】
    2. 朱乙真(2019)。未來教育指數 芬蘭第一、台灣十七》經濟學人預告:亞洲國家崇尚填鴨式教育「終將被時代淘汰」。未來Family。https://gfamily.cwgv.com.tw/content/index/15186?fbclid=IwAR00AjwKVeww0fPLQ6r11ZOMhTmhPk6lgB44bSDG86aaVT8ZprrvYoflNCQ 【Zhu, Y.-Z. (2019). Finland/No. 1 in the world of future education index, Taiwan/No. 17. Future Family. https://gfamily.cwgv.com.tw/content/index/15186?fbclid=IwAR00AjwKVeww0fPLQ6r11ZOMhTmhPk6lgB44bSDG86aaVT8ZprrvYoflNCQ】
    3. 吳中勤(2016)。中學生偏差行為組型的異質性分析:社會心理學觀點的詮釋。教育心理學報,47(4),525-546。https://doi.org/10.6251/BEP.20150423 【Wu, C.-C. (2016). An investigation of the heterogeneity of deviant subgroups among high school students: An interpretation from sociopsychology. Bulletin of Educational Psychology, 47(4), 525-546. https://doi.org/10.6251/BEP.20150423】
    4. 吳佩娟、郭丁熒(2012)。教師投入教學與師生關係的關聯性之探討。屏東教育大學學報:教育類,38,165-198。 【Wu, P.-C., & Guo, D.-Y. (2012). The relation between teaching engagement and teacher-pupil relationship. Journal of Pingtung University of Education: Education, 38, 165-198.】
    5. 吳和堂、鍾明翰(2011)。國小實習教師的角色知覺、工作投入與專業成長之因果關係研究。教育心理學報,43(2),419-438。https://doi.org/10.6251/BEP.20100618.1 【Wu, H.-T., & Chung, M.-H. (2011). The causality among role perception, job involvement and professional growth. Bulletin of Educational Psychology, 43(2), 419-438. https://doi.org/10.6251/BEP.20100618.1】
» 展開更多
中文APA引文格式陳玉娟(2021)。學校管理模式與學生偏差行為關係之研究:以教師教學投入與教學支援為中介變項。教育科學研究期刊,66(3),1-30。https://doi.org/10.6209/JORIES.202109_66(3).0001
APA FormatChen, Y.-C. (2021). Relationship between school management and student deviant behavior: Pedagogical input from teachers and teaching support as mediating variables. Journal of Research in Education Sciences, 66(3), 1-30. https://doi.org/10.6209/JORIES.202109_66(3).0001

Journal directory listing - Volume 66 (2021) - Journal of Research in Education Sciences【66(3)】September
Directory

Relationship Between School Management and Student Deviant Behavior: Pedagogical Input from Teachers and Teaching Support as Mediating Variables
Author: Yu-Chuan Chen (Department of Education and Graduate Institute of Educational Policy and Administration, National Taiwan Normal University)

Vol.&No.:Vol. 66, No. 3
Date:September 2021
Pages:1-30
DOI:https://doi.org/10.6209/JORIES.202109_66(3).0001

Abstract:
   This study examined the implications of school management, pedagogical input from teachers, teaching support, and student deviant behavior to construct a structural equation model and validating it using with observational data. The researcher used the empirical data provided in 2015 by the Organization for Economic Co-operation and Development (OECD). The researcher asked the school principal or a person designated by the principal to complete a questionnaire, and 14,530 valid questionnaires were retrieved. The OECD PISA 2015 School Questionnaire data were used to select topics that conformed to the definitions of the measurement variables. IBM SPSS Statistic 22.0 was used for descriptive statistics, exploratory factor analysis, and reliability testing. SPSS AMOS was used for validation of the structural equation model in terms of goodness of fit. The results validated the seven proposed hypotheses and indicated that the developed structural equations achieved good model fit. Relevant conclusions and recommendations are presented herein on the basis of the research findings.

Keywords:pedagogical input from teachers, teaching support, student deviant behavior, school management