臺灣地區參與康樂輔導活動之國小教師人格特質與教學效能之相關研究

Abstract

本研究以人格特質與教學效能為理論基礎，目的在探討臺灣地區參與康樂輔導活動之國小教師在返回校園職場時，運用康樂輔導活動技能在班級教學的現況，並以此瞭解康樂輔導活動對於增進教師教學效能之相關為何。研究者以問卷調查方式，於2009年7月1日至8月31日針對臺灣地區曾經接受康樂輔導活動訓練之國小教師進行問卷調查，共回收有效問卷1111份。所得資料以描述性統計、獨立樣本t檢定、單因子變異數分析與皮爾森積差相關分析等統計方法處理後，所得結果如下： 一、臺灣地區參與康樂輔導活動之國小教師以女性居多，年齡則介於30歲至未滿45歲；教育程度以「教育大學及師範學院」最多；服務年資在「5年至未滿10年」最多；職務以擔任級任導師為最多；學校規模以「25-60班」最多；對於辦理康樂輔導活動訓練之建議：以「在職訓練」最多，其次為「職前及在職訓練」。 二、臺灣地區參與康樂輔導活動之國小教師傾向和善性及嚴謹自律性人格特質，透過康樂輔導活動課程訓練造成康輔老師高度傾向友善、樂於助人及謹慎負責、努力不懈等正向特質，同時具有創新好奇、愛與人交往、樂觀活潑且情緒穩定等行為表現，而較不傾向緊張、不安、焦慮等負面特質。 三、運用康樂輔導活動技巧在教學上的使用頻率，在教學計劃與準備、教學策略、班級氣氛、教學評量、師生關係等五個構面中，皆達顯著差異，康樂輔導活動有助於教學效能的提昇。接受康樂輔導活動訓練次數越多在教學效能量表的得分越高；將康樂輔導活動的技巧運用在教學的頻率，每天使用者在教學效能量表的得分也最高。 整體而言，康樂輔導活動的精髓不在於活動帶領技巧的優勢，而是讓個人在與人合作、成功不必在我、團隊共識的建立等等的人格內涵更加豐富。這樣的養成訓練有助於人格朝向正向性格的調適，對於身教重於言教的教育界是最為必要的訓練。

This study is based on personality and teaching effectiveness theory which in order to understand the situation how teachers of recreational design and leadership activities for the elementary schools in Taiwan. Also, the study tries to find out the connection how recreational design and leadership help teachers’ teaching effectiveness. According to a survey data which was collected from July, 1 to August, 31, 2009, and the there were 1,111 valid questionnaires were returned. Based on the descriptive analysis, independent sample t-test and one-way ANOVA analysis, the results are as followed: 1. Most subjects were female, and around age 30 to 45, Seniority is around 5 to 10 years, most are homeroom teachers, the scale of school are 25 to 60 classes. And their advice to training of recreational design and leadership is “on-the-job training” and “pre-job and on-the-job training.” 2. The personality of teachers of recreational design and leadership in elementary school in Taiwan is kindness and self-disciplined。Through the training of recreational design and leadership, they formed highly personality of kindness, helpful to give someone a hand, careful, responsible and hard working. Also performed creativity, tend to make friends with others, optimistic and steady mind. 3. There are highly correlations among the frequency of using skill of recreational design and leadership on teaching in teaching plan and preparation, teaching strategies, classroom climate, teaching assessment, and teacher-student relationship. Recreational design and leadership is good for teaching effectiveness. Subjects get higher scores as they received much more training of recreational design and leadership. Also, participants who use skill of recreational design and leadership on teaching everyday get highest scores on the scale of teaching effectiveness. In summary, the findings of this present study will help to direct those future efforts in the area of recreational design and leadership activities for the elementary schools as well as the theoretical development of educational training in the professional field.