國小導師與家長互動方式之研究—Goffman 的戲劇理論取向

A Study of the Pattern of Interaction between Parents and Homeroom Elementary School Teachers: Basing on Goffman’s Dramaturgy

本研究依據Goffman戲劇理論，探討國小導師與家長間互動的情形。依據戲劇 理論的文獻，提出前台區域、自我表演與劇團等三者，作為潛在變項，採結構方程模 式’探討三者的現況與彼此之間相關。採分層取樣’抽取國小導師338人作為測定樣 本’進行假設模式考驗’但考驗顯示模式不佳。因此進行模式修正’結果達適切程度。 由於模式經過修正’須再經複核效度考驗’因此再採分層取樣’調查國小導師338 人，作為效度樣本。考驗結果達到適配程度。就修正模式的數據，分析後發現：1. 前台區域、自我表演與劇團等親師互動方式位於中等與中上程度之間。2.前台區域、 自我表演與劇團三種親師互動彼此之間有顯著正相關。依據此二發現，提出建議如 下：1.教師應善用外部、裝置與舉止，提升外表之親師互動方式。2.教師應多採用戲 劇化與理想化，少採用神秘化之親師溝通方式。3.教師應多運用忠誠與紀律原則，提 升周全之親師溝通方式。

This study explored the pattern of interaction between parents and homeroom teachers of elementary Schools based on Goffman，s dramaturgy. In order to do so， the concepts of front-stage， team and performance were extracted from the dramaturgy as latent variables for interaction. By stratified sampling， the number of calibration and validation sample were 338 respectively. Data obtained from calibration samples were used to assess the hypothesis and modified model of SEM， and those from calibration samples were for cross-validity model. According to the modified model， results showed that the interaction on front-stage， team and performance were above the middle level; and there was a significant positive correlation among these three latent variables. Finally， this study suggested: 1)Teachers could enhance the parent-teacher interaction by appearance， setting and manner. 2) Teachers should increase parent-teacher communication by dramatization and idealization， but not mystification. 3) Teachers should employ discipline and loyalty to enhance the circumspection when communicating with parents. 4) Proposals for further research are presented.