臺北市國中生知覺教師正向管教與其自尊之研究

Junior High School Students' Perception of Teachers' Positive Discipline and Students' Self-esteem in Taipei City

隨著人權思想受到重視以及校園中禁止體罰，教育部於2007年開始推動「校園正向管教工作計畫，希冀教師能以正向管教方式培養學生健全的發展。基於此，教師正向管教落實情形為何，特別是從學生的觀點與感受來看，以及正向管教是否能有效提升國中生的自尊？故本研究旨在探究臺北市國中生知覺教師正向管教與其自尊之概況、教師正向管教與學生自尊之相關性，以及背景變項與教師正向管教對國中生自尊之影響。本研究以臺北市國中生為研究對象，採配額抽樣方式進行問卷調查，共得有效樣本577份。研究工具包括：教師正向管教量表、自尊量表與背景資料調查表。所得資料以描述性統計、單一樣本t檢定、單因子相依變異數分析、皮爾森積差相關，以及逐步多元迴歸進行分析。本研究發現，國中生認為教師有運用正向管教方式，且其自尊呈中上程度。教師越使用正向管教方式，學生的自尊越高。對國中生自尊最具預測力之變項依序為：教師正向管教中的「鼓勵增強」、「家庭社經地位」、「學校規模：小型學校」、「家庭型態：典型家庭」，以及「學生年級」，上述五個變項共具有22%之預測力。根據本研究發現，建議學校宜持續推動正向管教，特別是應運用鼓勵增強之管教方式，以提升國中生之自尊。

Because of the emphasis of human right and the prohibition of physical punishment on campus, the project of positive discipline developed by the Minister of Education was promoted since 2007, hoping teachers can use positive discipline on campus in order to enhance healthy development for students. Based on these, how does the implementation of positive discipline in the classroom especially from students' point of view, and dose positive discipline enhance students' self-esteem? Therefore, this study focused on junior high school students' perception of teachers' positive discipline and their self-esteem, the correlation between teachers' positive discipline and students' self-esteem, and the influence of background factors and teachers' positive discipline on students' selfesteem. Students from junior high schools in Taipei City were surveyed by quota sampling, a total of 577 valid questionnaires were obtained. Research instruments include teacher's positive discipline scale, self-esteem scale, and background questionnaire. Data were analyzed by descriptive statistics, one sample t-test, repeated measured ANOVA, Pearson product-moment correlation, and stepwise multiple regression. Results show that from students' point of view, teacher's positive discipline on campus, and students' self-esteem is also above average. There is moderate significantly positive correlation between teachers' positive discipline and students' self-esteem. ''Encouragement and reinforcement'' is the best predictor of self-esteem followed by family socioeconomic status, small school size, typical family and students' grade. The above five variables account for 22% of variance in students' self-esteem of junior high school students. Based on the findings of this study, schools are recommended to promote positive discipline on campus; particularly, teachers are suggested to use encouragement and reinforcement when interacting with students, in order to enhance students' self-esteem.