國中學生教師信任感之研究

本研究旨在探討國中學生的教師信任感，主要目的有三： 一、發長一種評量學生信任教師程度的量表。二、探討國中學生的教師信任感中，以何種因素之影響力最大。三、探析國中學生性別與城鄉別在教師信任感上的差異。為達研究目的，本研究依有關文獻之理論性探討與實證性研究為基礎，提出研究架構。並分層比隨機叢集抽取南區國中二年級學生為研究對象，並採用相關分析、因素分析、一因子變異數分析考驗各項研究。結果發現：一、師生互動信任量表，可提供師生信任互動的參考指針。本量表經過訪問、編寫、刪題、修改並徵詢心理學家、測驗專家、教育研究者、實際從事教育工作者↑孚生之意見而編定，有良好鑑別度；信度方面，內部一致性α係數為.94；效度方面，經內在效度、專家意見、因素分析，具良好建構效度。並得四個分量表，包括開放接納、專家資格、表達溝通及安全信賴。二、師生信任關係以專家資格因素為最重要，依次全信賴、開放接納，最未為表達溝通。三、師生信任關係，無一定性別差異定則，但有城鄉別差異現象存在。除專家資格因素外，皆一致顯示市區與鄉村的教師信任感高於城此本研究提出以下建議，供教學輔導參考：一、重視師生信任關係在教育上的重要涵義。二、積極建立師生信任關係，培養師生信任經驗。以學識經驗豐富學生學習；以溝通與學生坦誠接觸；以放接納的心關照學生；並以安全信賴帶欠學生邁向穩健的人際關係。三、瞭解師生間信任關係，使師生信任關係更紮實穩健。時時檢核師生間的信任關係，瞭解學生信任感需求，對症下藥；探析男女差異感受，有益信任關係建立；並分別城鄉差異感受，建立穩定信任關係。四、以良好的師生信任經驗，完成學生的自我實現。由於開放接納、專家資格、表達溝通、安全信賴的信任關係，帶來安全感、隸屬感、尊重感、成就感，以致達到自我實現。

This study examined the trust of junior high school students in their teachers for the purposes of (1)constructing a measure of students’ trust in their teachers. (2)exploring the major factors in the determination of students’ trust in their teachers， and (3)examining the differences in the trust level across sexes and school districts. The findings of the study suggested that the measure developed in the study provided insightful guidance on trustful interactions between teachers and students. This measure had high discrimitory power， with a reliability coefficient α of .94 and a high construct validity， built on maternal validity opinion judge and factor analysis. four dimensions of trust were revealed from this measure， which included “expertness qualification，” “secure trust，” “open acceptance，” and “expressive communication，” Furthermore， the study results indicated that “expertness qualification” was the most important determinant of the teacher-student trust relationship， followed by” secure trust，” “open acceptance，” and “expressive communication” in sequence. In addition， no sex difference was found in the trust level， but there were significant differences across school districts. Except for “expertness qualification，” students in urban and rural areas showed higher trust in their teachers than their counterparts in towns. For conclusion， the researcher suggested that the teachers and counselors (1)realize the importance of the trust relationship between teachers and students in education. (2)actively cultivate the teacher-student trust relationship，(3)understand the teacher-student trust relationship so to make it firmer and stronger， and (4)help students achieve self-relization with a good teacher-student trust relationship.