A Study of the Relationships among Teacher-director Relation Quality, Self-esteem, Group Cohesion, and Teaching Effectiveness of Senior High School Teachers
The study aimed to investigate the relationships among teacher-director relation quality, self-esteem, group cohesion, and teaching effectiveness of senior high school teachers. A questionnaire survey was conducted, and the subjects were targeted at the teachers in 287 senior high schools in Taiwan. The questionnaire was sent to 1,500 teachers. 1,279 teachers from 50 different senior high schools returned the questionnaire, the return rate being 85.26%. Data was completely examined based on the Pearson correlation analysis, regression analysis and Hierarchical linear model (HLM). Conclusions that can be obtained and verified from the findings include that, first of all, the relationships among teacher-director relation quality, self-esteem, group cohesion, and teaching effectiveness of senior high school teachers are positively related. Next, self-esteem can have an intermediate effect on teacher-director relation quality and teaching effectiveness. Finally, group cohesion can have a positive moderating effect on teacher-director relation quality and teaching effectiveness. The study suggested that senior high schools should strengthen relation quality, teachers’ workplace self-esteem and school group cohesion between teachers and office directors to enhance teachers’ teaching effectiveness.
|關鍵詞||教學效能、團體凝聚力、職場自尊、關係品質、teaching effectiveness、group cohesion、self-esteem、relation quality|