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[[alternative]]A Study on the Correlation between Personality Traits and Job Involvement of High School Teachers in Taichung County and Taichung City
No full text碩士教育研究所[[abstract]]本研究旨在探討台中縣市高級中學教師人格特質與工作投入之間的相關。主要的研究目的有四項：一、瞭解目前高級中學教師人格特質與工作投入之現況。二、探討不同背景變項之高級中學教師在人格特質與工作投入之差異情形。三、探討高級中學行政教師其人格特質與工作投入兩者間的相關情形。四、探討高級中學教師人格特質對工作投入之預測作用。本研究採用問卷調查法，以「高級中學教師人格特質與教師工作投入問卷」為研究工具，以台中縣市之高級中學隨機抽樣之教師共514名為研究樣本。所得資料採用描述性統計分析、t考驗、單因子變異數分析、皮爾森積差相關分析及多元逐步迴歸分析等方法進行統計分析。
本研究的主要發現如下：
一、高級中學教師所知覺的教師人格特質以「勤勉正直」層面較高。
二、高級中學教師所知覺其工作投入的程度為中等以上。
三、高級中學教師所知覺人格特質，因學校屬性、性別、職務、服務年資、教育程度不同，而有顯著差異。
四、高級中學教師所知覺自身工作投入，因教師年齡、職務、服務年資、教育程度不同，而有顯著差異。
五、高級中學教師開放型人格特質與工作投入有中低度的相關、勤勉正直型人格特質與工作投入有中低度的相關、 外向型人格特質與工作投入只有低度的相關、親和型人格特質與工作投入為低度的相關。情緒敏感型人格特質與工作投入有負相關。
六、高級中學教師人格特質對教師工作投入之預測力，其中勤勉正直性人格特質的預測力最強。
最後，根據研究結果，提出各項建議，以供教育行政機關、高級中學及未來研究參考。[[abstract]]The main purpose of this study was to explore the relationship between the high school teachers’ personality traits and job involvement. A total of 513 teachers were sampled as research subjects from high schools in Taichung county and Taichung city. First, this study discussed the differences among the high school teachers’ personality traits and job involvement with different backgrounds. Then, the relationship between the high school teachers’ personality traits and job involvement was analyzed. Finally, the predictability of the teachers’ personality traits for teachers’ job involvement was analyzed.
The data was collected by a questionnaire survey. The instrument of this study was “Questionnaire of the Investigation between High School Teachers’ Personality Traits and Job Involvement”. After questionnaires were collected, descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple stepwise regression analysis were used to analyze the research data.
Conclusions of this study are as follows:
1. The present Taichung county and Taichung city high schools teachers present “conscientiousness” in the personality traits to be highest, next in order are “openness”, “agreeableness”, “neuroticism” , and “extraversion”.
2. The high school teachers’ perceptions of job involvement were above average.
3. There were significant differences among teachers’ gender, job position, years-of-teaching, educational level and quality of school in terms of teachers’ personality traits.
4. There were significant differences among teachers’ ages, job position, years-of-teaching in terms of job involvement.
5. There were significant correlations between the teachers’ personality traits and job involvement.
6. The teachers’ personality traits were significant predicators for the teachers’ job involvement.
Finally, some suggestions for educational administrative systems, high school principals, administrative staff, and future researches were proposed according to the results of this study
[[alternative]]The Relationships among Personality,Learning Motivation,and Creativity of Junior High School Students
No full text碩士教育研究所[[abstract]]本研究旨在探討國中學生人格特質、學習動機與創造力的關係。本研究採問卷調查法進行；研究樣本以中部四縣市925位學生為研究對象；採敘述統計、二因子變異數分析、二因子多變量變異數分析及多元迴歸分析。本研究結果如下：
一、 國中學生人格特質中的神經質及開放性因性別而有顯著差異。
二、 國中學生的外向性、謹慎性、開放性、外在動機及內在動機對創意行為有正向的預測力。
本研究最後根據研究結果提出各項建議，以供教學輔導及未來研究之參考。[[abstract]]The study explored the relationships among personality, learning motivation, and creativity of junior high school students. The 925 students were recurited from four counties of central Taiwan to complete the study instruments. The descriptive statistics, two-way ANOVA, two-way MANOVA, and multiple regression analysis were used to analyze the data.
The results of the study indicated that:
1. There was significant difference between gender in neuroticism and openess.
2. Extraversion, conscientiousness, openness, extrisic motivation, and intrinsic motivation can effectively predict creative behavior.
Finally, some suggestions for teaching, counseling, and future research were proposed according to the results.
Key words: personality, learning motivation, creativit
[[alternative]]A Study on the Content of Junior High Moral Education Leadership and the Construction of Its Educational Indicators
No full text碩士教育研究所[[abstract]]本研究旨在建構「國民中學德育領導教育指標質性指標」，以作為落實國民中學道德教育之參考。本研究第一階段採用文獻探討法以建構研究基礎。第二階段採用焦點團體訪談法，針對11位國民中學教師，以及7位國民中學校長進行訪談，蒐集實務工作經驗資料，以進一步建構「國民中學德育領導教育指標質性指標」架構雛型。第三階段採行專家效度問卷調查法，以研究者自編之「國民中學德育領導教育層面及指標建構專家效度問卷」，整合教育學者專家之意見，修訂指標架構雛型，建立「國民中學德育領導教育指標質性指標」。
根據研究目的及研究方法，本研究探究得知：
所謂德育，即為道德教育，是教育者依照受教育者身心條件，妥善運用環境中各樣可運用之資源，設計適情適性課程，規劃適切作為
，設置完善設施，以引導受教育者在身心發展上，穩健且持續性的朝著道德目標前進，以達到內在德性進展，以及外在德行之發展。
德育領導係指學校教育單位及隸屬其中之教育工作者，能夠依照學校教育環境條件，衡量學習者身心條件，設計永續性之課程，規劃相關教學活動，建構良善學習環境，運用各種適切的領導、教學方式，並結合家庭、社會資源，以引導學習者在知識、價值觀、心理、道德意識發展上，穩健且持續性的朝著道德目標前進，並表現出符合道德意涵之行為。
本研究所建構之「國民中學德育領導教育指標質性指標」包含以下7項層面：（一）發展學校道德教育核心德目、（二）組織學校道德教育行政支援系統、（三）增進學校教育者實施道德教育專業知能、（四）發展學校道德教育教學與課程、（五）營造學校道德教育學習環境、（六）整合學校道德教育學習資源、（七）建構學校道德教育自我評鑑機制，合計共48項指標。
根據上述結論，本研究並對國民中學、國民中學教師、與後續研究提出建議。
關鍵詞：德育 德育領導 德育領導教育指標[[abstract]]Abstract
The present study is intended to construct the “qualitative indicators for moral education leadership at junior high school”, which is also hoped to be of use as reference for conducting moral education at junior high school.
The first stage of the study is done by literature exploration to build up a foundation for constructing the indicators.
The second stage of the study involves interviews with focus groups, including 11 junior high school teachers and 7 junior high school principals, for a purpose of constructing the prototype of the “qualitative indicators for moral education leadership at junior high school.”
The third stage of the study is carried out by using expert-valid questionnaire method. The questionnaire, designed by the author of the present study, on the construction of levels and indicators of moral education leadership at junior high school is integrated with the suggestions from scholars and experts, with the prototype of indicator construction modified, to establish the “qualitative indicators for moral education leadership at junior high school.”
Moral education is carried out in accordance with the mental and physical conditions of the students and by making good use of all kinds of resources available in the learning environment. Appropriate curricula, measures, and facilities are designed, formulated and set up to guide students in their mental and physical development, helping them make steady progress toward the moral goals and demonstrate behaviors that meet the moral standards. The ultimate goal is to help students achieve moral enhancement inside and moral behaviors outside.
Moral education leadership refers to the act that is performed by schools and their educational staff. The school’s environment and students’ mental and physical conditions are weighed up in designing sustainable curricula, formulating relevant teaching activities, and building up favorable learning environment. In addition, appropriate leading and teaching methods, combined with family and social resources, are employed to guide students, in the aspects of knowledge, value, and psychological and moral development, to make steady progress toward the moral goals and demonstrate moral behaviors.
The “qualitative indicators for moral education leadership at junior high school” established by this study consists of seven levels:
I. developing core creeds for moral education at school;
II. organizing the administration assistance system for moral education at school;
III. promoting professional knowledge and ability for conducting moral education at school;
IV. developing teaching and curricula for moral education at school;
V. building up a learning environment for moral education at school;
VI. integrating learning resources for moral education at school;
VII. constructing a self-evaluation mechanism for moral education at school.
There are 48 indicators in total under the seven levels.
Based on the conclusion drawn from the study, relevant suggestions for junior high schools, junior high school teachers, and the subsequent studies are also made.
Key words: moral education, moral education leadership, indicators in moral education leadershi
彰化縣國中學生人格特質與成就目標導向之相關研究
No full text碩士教育研究所[[abstract]]本研究旨在探討彰化縣國中學生人格特質與成就目標導向的關係。本研究採問卷調查法進行；以98學年度彰化縣公立國中學生為研究樣本，783份為有效問卷；採敘述統計、獨立樣本t檢定、單因子變異數分析及多元迴歸分析。本研究結果如下：
一、 彰化縣國中學生人格特質中的神經質因性別而有顯著差異。
二、 彰化縣國中學生的精熟逃避目標導向因性別而有顯著差異。
三、 彰化縣國中學生人格特質中的開放性因家庭社經地位而有顯
著差異。
四、 彰化縣國中學生的精熟趨向、精熟逃避與表現逃避目標導向
因家庭社經地位而有顯著差異。
五、 彰化縣國中學生人格特質中的勤勉性、神經質與開放性對精
熟逃避有正向顯著預測力。
六、 彰化縣國中學生人格特質中的勤勉性與開放性對精熟趨向有
正向預測力。
七、 彰化縣國中學生人格特質中的勤勉性、神經質與開放性對表
現趨向有正向預測力。
八、 彰化縣國中學生人格特質中的神經質對其表現逃避有正向預測力。
本研究最後根據研究結果提出各項建議，以供教學輔導及未來研究之參考。[[abstract]]The study explored the relationships between personality traits and achievement goal orientation. Participants were the junior high school students in Changhua, and 783 questionaires turned out to be effective. The descriptive statistics, one-way ANOVA, and multiple regression analysis were used to analyze the data.
The final results were: 1. There was significant difference between genders in neuroticism . 2. There was significant difference between genders in mastery-avoidance. 3. There was significant difference in openness among social economical status. 4. There was significant difference in mastery-approach, mastery-avoidance and performance-avoidance among social economical status. 5. Openness, conscientiousness and neuroticism had a positive effect on mastery-avoidance. 6. Conscientiousness and openness had a positive effect on mastery- approach. 7. Conscientiousness, neuroticism and openness had a positive effect on performance-approach. 8. Neuroticism had a positive effect on performance-avoidance.
Finally, some suggestions for teaching, counseling, and future research were proposed according to the results.
Keywords: personality traits, achievement goal orientatio
[[alternative]]A Study of Relationships among Physcial Fitness, Academic Stress, and Leisure Motivation of
No full text碩士教育研究所[[abstract]]本研究旨在探討青少年的體適能狀況、課業壓力及休閒動機的相關，探討其不同背景變項下體適能狀況、課業壓力及休閒動機的差異情形，並進一步探討體適能狀況、課業壓力對休閒動機之預測力。
本研究採用分層隨機抽樣方式，問卷調查包括「學生基本資料」、「體適能檢測」、「課業壓力量表」與「休閒動機量表」四個部份，調查對象為臺中市一至三年級1355位國中生。所的資料採用描述性統計分析、t考驗、單因子變異數分析、多元線性迴歸等方法進行統計分析。本研究結果如下：
一、國中生體適能仍屬不滿意程度；課業壓力、休閒動機達中上程度；最
喜歡休閒生活類型是放鬆/娛樂類、休閒之內在動機大於外在動機。
二、國中生體適能因性別、年級、家庭社經地位、家庭型態之不同而有顯
著差異。
三、國中生課業壓力因性別、年級、社經地位之不同而有顯著差異。
四、國中生休閒動機因性別、年級、社經地位之不同而有顯著差異。
五、國中生BMI值、升學壓力源、家庭壓力可正向預測休閒外在動機，肌
耐力可負向預測休閒外在動機。
六、國中生心肺功能與成績焦慮可正向預測休閒內在動機。[[abstract]]This study was investigated students’ physical fitness, academic stress, and leisure motivation, to discuss the differences among physical fitness, academic stress, and leisure motivation based on personal backgrounds, as well as to use physcial fitness and academic stress to predict leisure motivation of Taichung city Junior high school students.
Stratified random sampling and the survey method were used in this study and the instruments was composed of four parts, including personal information, physical fitness, academic stress, and leisure motivation scales. 1560 students were selected from 28 junior high school in Taichung city, and returned 1355 valid questionnaires. The descriptive statistics, t-test, one-way ANOVA, and multiple linear regression analysis were used to analyze the data.
The findings of this study are as follows：
1. Students’ physical fitness were still at unsatisfactory level；students’ academic stress and leisure motivation were at moderate level；their favorite leisure activities are relaxation and entertainment；students’ intrinsic leisure motivation is greater than extrinsic leisure motivation.
2. There were existed significant differences with gender, grades, parents’ social economic status, and family types of junior high school students’ physical fitness.
3. There were existed significant differences with gender, grades, parents’ social economic status of junior high school students’ academic stress.
4. There were existed significant differences with gender, grades, parents’ social economic status of junior high school students’ leisure motivation.
5. Students’ body mass index, academic pressure, family stress can positively predict extrinsic leisure motivation. Muscular endurance can negatively predict extrinsic leisure motivation.
6. Students’ cardiorespiratory fitness and performance anxiety can positively predict intrinsic leisure motivation.
According to the findings of this study, suggestions are provided to junior high schools, teachers, parents, students and future studies
[[alternative]]A Study of the Relationships among Teacher Work Stress, Teacher Efficacy and Teacher Burnout for Junior High Schools in Taichung City
No full text碩士教育研究所[[abstract]]本研究目的為瞭解本研究主要在探討台中地區國中教師工作壓力、教師效能與教師職業倦怠關係之研究。本研究採問卷調查法，研究工具為「教師工作壓力量表」、「教師效能量表」、「教師職業倦怠量表」。以台中市450位公立國中教師為研究樣本，將調查的資料採描述統計及單因子變異數分析等方法進行統計分析。
歸納研究發現獲得以下結論：(一)台中市國中教師各層面之教師工作壓力偏高，其中在「學生行為」層面的所感受工作壓力程度最大；（二）台中市國中教師之教師效能表現程度高，其中在「個人教師效能」層面最高。（三）台中市國中教師之教師職業倦怠表現程度為中等，其中在「情緒耗竭」層面的分數最高。（四）教師工作壓力愈高則職業倦怠愈高；教師工作壓力愈低則職業倦怠愈低。（五）教師效能愈高則職業倦怠愈低；教師效能愈低則職業倦怠愈高。
本研究之建議：（一）教師加強進修以增加教師效能減少教師職業倦怠。（二）學校及行政單位對教師積極關懷、建構多元支持網路，有系統規劃進修環境。[[abstract]]This study explored the status quo of work stress, teacher efficacy and burnout for junior high school teachers, and probed into their relationships. Randomized stratified sampling was used in the distribution of a total of 450 copies of questionnaires among junior high school teachers in Taichung. There were 435 usable returned questionnaires. Then the independent t-test, one-way ANOVA, and multiple regression analysis were used for statistical analysis.
The results are as follows:
1) Teacher work stress was above middle level, and “student behavior” scores were the highest in this item.
2) Teacher efficacy was above middle level and “personal efficacy” scores were the highest in this item.
3) Teacher burnout was at middle level, and “emotional exhaustion” scores were the highest in this item.
4) The teachers with higher work stress have higher burnout.
5) The teachers with higher teacher efficacy have lower burnout