中小學教師在師生衝突情境中的角色建構與行動

The Social Constructs and Actions of Conflict Resolution in Teaching Relationships

本研究針對校園內的師生衝突現象，進行以教師為主體的研究，目的在於瞭解社會變遷的過程中，中小學老師們是如何理解發生在校園內的師生衝突事件？而教師對師生衝突的理解又是如何透過其與環境的對話與協商過程，而發生改變？進而，這種建構上的改變又如何反映在衝突化解的相關行動上？研究方法包括藉由開放式問卷與半結構的訪談，蒐集校園內的師生衝突情境與故事；藉由研究日誌、焦點團體與行動研究等方法探究教師們對衝突的社會建構與行動。本研究歷時二年，第一年的目標在於衝突事件的蒐集與教師對師生衝突建構的瞭解，第二年的目標在於對瞭解教師的行動策略與行動理論。本文主要集中在各級學校教師所經驗到的角色衝突、無效的支持系統、及他們如何面對此衝突的行動。作者並進一步提出師生衝突的脈絡觀點，對「衝突管理」、「衝突化解」與「衝突轉化」三個構念作進一步的釐清與討論。

The research is a two years project, which is to explore how elementary and high school teachers view their conflicts with students happening in daily teaching lives. In this research, teachers are active constructors and their constructs of teacher-pupil conflict and action strategies are explored by open-ended questionnaire, semi-structural interview, research diary, and focus group methods along with action research design. Results were presented in terms of teachers’ role conflicts, invalid support systems, and their actions toward these conflicts. A contextual model was proposed, where “conflict transformation” comparing to “conflict management” and “conflict resolution” were further discussed.