高職導師班級經營風格與學生學校適應之研究~以榖保家商為例

Abstract

本研究旨在經由「質」與「量」的研究方法，探討高職導師班級經營風格與學生學校適應的關係。研究者以「導師班級經營風格量表」，測量導師班級經營風格，再針對篩選出之四種不同經營風格的導師的班級學生進行「學生學校適應量表」施測。而後根據問卷調查結果，挑出四位不同班級經營風格的導師進行個別訪談，並觀察研究前兩名學校適應良好的班級呈現的班級氣氛。研究結果發現： 一、榖保家商導師個人的不同背景變項與導師班級經營風格之「關懷」與「倡導」取向沒有顯著相關。 二、榖保家商導師在班級經營策略上雖分屬四種不同取向，民主溝通型導師班級目標清楚；嚴格紀律型導師行事講求紀律；寬容放任型導師給予學生較多的緩衝機會；漠視疏離型導師強調讓學生自己做決定，順其發展。但在強調學生行事的態度與精神，重視與學生溝通，關心愛護學生的理念與堅持則頗為一致。 三、榖保家商學生常規適應與學習適應情況屬中等程度，師生關係與同儕關係情況良好。 四、榖保家商學生的師生關係與導師班級經營風格之關懷與倡導取向達到顯著相關。而學生的學習適應、常規適應、同儕關係及學生總體學校適應，與導師班級經營風格之關懷與倡導取向並無顯著相關。 五、榖保家商學生的學習適應、常規適應、師生關係、同儕關係及學生總體學校適應，與不同的導師班級經營風格並無顯著差異。 六、榖保家商不同年級學生的學校適應情況並無顯著差異；不同科別的學生其學校適應情況則顯著不同，家政科學生學校適應最佳，其次為餐飲管理科及觀光事業科。 七、穀保家商學校適應良好的班級，各項表現皆有中上的水準。課業學習呈現主動積極；能遵守校規及班規；導師關心並掌握學生狀況；同儕互動頻繁，和樂融融。 最後，根據研究結果，就導師、穀保家商及未來研究方面，提出建議。

The main purpose of this research is to study the relationship between the class-tutors’ managing styles and students’ schooling adjustment in senior vocational schools through researching methods of “quality” and “quantity”. The researcher measured the class-tutors’ managing styles with the “Measurement Form on home room teachers’ class management styles”, and then sifted out classes with four different teachers’ class managing styles to take the test of “Measurement Form on students’ schooling adjustment”. And then, according to the results of the questionnaire, four home room teachers with different class management styles were interviewed individually, and the top two well-adjusted classes were observed and studied for the class atmosphere they had presented. According to the data analysis, the following results are found： 1. There’s no obvious difference on home room teachers’ various individual backgrounds when it comes to their class managing styles toward “caring”and “guidance” in Ku Pao Senior Vocational School. 2. The strategies on class managing styles of Ku Pao’s class-titors could be divided into four dimensions：democratic, communicative attitude towards class with specific goals ; strict, demanding attitude towards class with disciplines; decent and forgiving attitude towards class with offering students more opportunities; neglectful ,ignoring attitude towards class without giving students directions. In spite of the four types of home room teachers mentioned above, their concepts and insistence emphasizing students’ attitudes and spirits, the communication with students as well as caring and protection for students are quite the same. 3. The students’ adjustment on both conduct and learning are intermediate in Ku Pao. However, the relationship between students and teachers as well as peer’s inter- action are good. 4. There’s an obvious relation on the relationship between students and teacher and teacher’s class-managing styles toward “learning” and “guidance”. But there is no obvious relation between student’s learning adjustment, rule adjustment, peer relationship, total school lifeadjustment and teacher’s class-managingstyles toward “caring” and “guidance”. 5. There’s no obvious difference on school life adjustment of students in different grades; However, students of different departments show obvious differences on school life adjustment. Among them, the adjustment of home economics students are the best, and that of the students of Food& Beverage Department and Tourism Department are the next . 6. Well-adjusted classes of Ku Pao have better performances in many ways. For example, they behave actively and positively on their studies; they can follow school rules and class regulations; their class-tutors care about these students and can handle their various situations well; classmates interact with one another more frequently and pleasantly. Finally, basing on the results of this research, the researcher offers suggestions to the class-titors, Ku-Pao home economics and commercial high school and future researches.