大陸地區教師人性觀以及自我管理效能與對學生權益態度之關連分析

The Effects of Mainland Chinese Teachers’ Values and Human Nature Concepts on Attitudes toward Students’ Rights

本研究的目的在於瞭解大陸地區的教師對學生人權的基本態度並探索教師的人性觀與教室及情緒管理自我效能是否與他們對保護學生人權的態度有關連？以北京地區的中小學教師為對象的調查結果顯示，大陸地區的教師擔憂對禁止體罰政策可能產生負面效果，包括學生更難管教，妨礙多數學生受教的權益，但也同意禁止體罰可以讓教師成長。教師擔憂儀容自主會使學生浪費學習時間與相互攀比，但是同意學生應該有隱私權，顯示大陸教師同時受到傳統與現代人權價值的影響。本研究的相關分析則顯示，教師對教育的人性觀以及教師對教室及情緒管理自我效能信念可以預測他們對體罰過當教師的態度與對學生人權的態度。整體而言，相信學生可以自律不必他律，不相信傳統嚴教觀，以及對自我課堂管理效能有信心的教師會反對體罰，支持學生隱私權同時不支持體罰過當的教師。

The Mainland Chinese inherit social-oriented culture values but also have accepted individual-oriented culture values since the implementation of their open policy. It is quite possible that Mainland teachers have suffered in the school management system when culture values are in conflict. The aim of this study was to examine whether a teacher’s belief in human nature and self-efficacy would influence his or her acceptance of human-rights-oriented school management system. The results indicated that the teachers supported anti-corporal laws but were also afraid of misconduct caused by the law. They supported privacy but were against autonomy in clothing choices. Results of correlational analyses suggested that those who believed in self-discipline were skeptical of the effects of stern-punishment, and those with high levels of self-efficacy were more likely to accept student-rights-oriented educational policies.