國中教師對教師角色的自我觀念與其對教學及學生態度的關係--自我觀念對角色踐行實效影響之分析研究

教學是師生雙方面的活動，它是教師的「教」與學生的「學」，兼顧並重，缺一不可的活動。在教學情境中，教師的「教」為手段，而學生的「學」才是主要目的，因此，教師所安排的教學情境便深深的影響了學生的學習成果。除了教師所選擇的教材內容和所採取的教學方法影響學生的學習成效外，另一項足以左右學生在校學習成功與否的重要因素，則是教師對教學及學的態度（徐芳華，民66）。根據國內外許多學者（如Moore， 1939；Kounin & Gamp， 1961；Whit， 1969；Flanders， 1960；黃明章，民63；陳英豪，民66；Chen， 1975）的研究結果，均認為教師對教學及學生的態度，極影響教學效果。

The aim of this study is to explore whether the difference in teaching and attitude toward students depends on the self-concept of the teacher’s role and to analyze further the relation between them. It is the attempt of the author to provide， through the findings of this study with information on teacher recruitment for teacher education institutions and on selection of teacher for junior middle schools. This study takes a random sample of 452 junior middle school teachers in the Taiwan area and investigates their self-concept of the teacher’s role， their teaching， their attitude toward the students， and the relation between them， by means of Junior Middle School Teacher’s Teaching and Attitude Inventory， Teacher’s Basic Data Questionnaire， and Guilford personality Inventory. The result of the investigation through classification， statistical procedures， discussion， and analysis， reveals the following findings: 1. Junior middle school teachers differ in their self-concept of teacher’s role. In choosing the role as a teacher， great majority of teachers made their choice at their own will; only a small number of them did not. In accepting the role as teacher， one half of the sample thinks they would like to be a teacher if they have an opportunity to choose their career again; a minority answers “uncertain，” and only a small member “doses not want” to be a teacher again. In recognition of the teacher’s role， great majority thinks themselves well fitted for junior middle school teacher， and only a small part of them think they “are not.” 2.Teaching and attitude toward students differ according to the self-concept of teacher’s role. There is no significant differences between the choice of teacher’s role and teaching and attitude toward students; however， evidence shows that differences in acceptance of and in recognition of teacher’s role influence significantly on teaching and attitude. 3.Significant positive correlation is found between the self-concept of teacher’s role and teacher’s teaching and attitude toward students.