初中班主任领导风格与班级环境关系研究

发布时间：2018-04-15 15:35

本文选题：领导风格 + 班主任领导风格　；参考：《陕西师范大学》2016年硕士论文

【摘要】：班主任是班级工作的组织者与引导者,班级环境是除家庭之外的另一个影响学生成长的重要环境,两者都对学生的全面发展产生至关重要的影响。班主任在班级管理中采用的领导风格又在影响着班级环境的状况。因此,对于班主任领导风格及班级环境的研究具有重要理论价值和实践意义。基于此,部分研究者从理论层面进行了探索,但是这方面的实证研究却并不多见。本研究通过对国内外相关文献的梳理,以风格理论研究为基础,以修订的《初中班主任的领导风格问卷》和江光荣教授的《我的班级》问卷作为研究的测量工具,从学生的视角来分析班主任领导风格与班级环境的关系。通过平均数、独立样本t检验、单因素分析、相关分析等方法对数据进行分析发现：(1)不同年级、任教不同学科的班主任在关系导向上处于边缘显著；不同教龄班主任在任务导向、关系导向差异极其显著。(2)不同地区班级环境在师生关系、秩序与纪律维度差异极其显著,竞争维度差异显著；不同任教科目的班主任在师生关系、同学关系维度差异显著;不同年级在秩序与纪律维度、竞争维度差异极其显著、同学关系维度差异显著；不同教龄班主任在同学关系、秩序与纪律维度差异显著。(3)不同班主任领导风格与班级环境多维度存在显著相关。通过将班主任的领导风格划分为四种类型,发现班主任领导风格以高任务高关系为主,即班主任在注重以多种方式提高学生学业成绩的同时,也关注学生的需求与学生的发展。从地区来看,城市班主任在高任务高关系比率大于农村地区班主任：从性别来看,女性班主任更易采用低任务高关系领导风格;从教龄来看,教龄15年以上的教师更易采用高任务高关系的领导风格；从年级来看,九年级班主任更易采用高任务高关系的领导风格；从科目来看,担任语数外科目的班主任更易采用高任务高关系的领导风格。不同风格类型的班主任在班级环境的秩序与纪律维度差异显著,在师生关系维度、竞争维度差异极其显著。据此,本文结合实证研究的结果,对针对性的问题进行进一步访谈、观察和对相关文献资料的分析的基础上,笔者提出以下建议：教师的职前职后培养中要强调班主任的教育;构建科学的管理与评价体系；班主任加强自身建设。为切实提高班主任领导风格,进而优化班级环境,为学生的全面健康发展保驾护航。
[Abstract]:The class teacher is the organizer and guide of the class work, and the class environment is another important environment that influences the students' growth besides the family. Both of them have a vital influence on the overall development of the students.The leadership style adopted by the head teacher in the class management also affects the class environment.Therefore, it has important theoretical value and practical significance to study the leading style and class environment of class teachers.Based on this, some researchers from the theoretical level to explore, but this aspect of empirical research is rare.Based on the research of style theory, this study takes the revised "leadership style questionnaire for Junior Middle School Class Teachers" and Professor Jiang Guangguang's "my Class" questionnaire as a measuring tool through combing the relevant literature at home and abroad.This paper analyzes the relationship between the leading style of the class teacher and the class environment from the perspective of the students.Through the analysis of average, independent sample t test, single factor analysis, correlation analysis and other methods, it was found that the class teachers of different grades and different subjects were on the edge of relationship orientation.Class teachers of different teaching years have extremely significant differences in task-oriented and relationship-oriented. 2) the class environment in different regions has significant differences in teacher-student relations, the differences in the dimensions of order and discipline are extremely significant, and the differences in the dimensions of competition are significant, and the teachers in charge of different subjects are in the teacher-student relationship.There are significant differences in the dimension of classmate relationship; in the dimension of order and discipline in different grades, in the dimension of competition, and in the dimension of relationship among students; in the relationship between class teachers of different teaching years, there are significant differences in the dimensions of class relationship.The difference between order and discipline is significant. 3) there is a significant correlation between different class teacher leadership style and class environment.By dividing the leading style of the head teacher into four types, it is found that the leading style of the class teacher is dominated by high task and high relationship, that is, the head teacher pays attention to the needs of the students and the development of the students while paying attention to the improvement of the students' academic achievement in various ways.From the regional point of view, the proportion of urban headteachers in high task and high relationship is higher than that in rural areas: from the gender point of view, female headteachers are more likely to adopt low task and high relationship leadership style; from the perspective of teaching age,Teachers with more than 15 years of teaching experience are more likely to adopt the leadership style of high task and high relationship; from the grade point of view, the class teacher in grade 9 is more likely to adopt the leadership style of high task and high relationship; from the subject point of view,As a class teacher of foreign subjects, it is easier to adopt a high-task and high-relationship leadership style.Class teachers of different styles have significant differences in order and discipline in class environment, and in teacher-student relationship and competition.On the basis of the results of the empirical research, the author makes further interviews, observations and analysis of the relevant literature, and puts forward the following suggestions: the teacher should emphasize the education of the head teacher in the pre-service and post training;Build a scientific management and evaluation system; strengthen their own construction.In order to improve the leadership style of the class teacher, and optimize the class environment, protect the students' overall and healthy development.
【学位授予单位】：陕西师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G635.1

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