A Case Study of Paternalistic Leadership Behavior and Classroom Atmosphere of Junior High Division Class Teachers in Six-Year High School

Abstract

[[abstract]]在完全中學裡同時存在著兩種不同學制的學生，他們有著完全不同的心理及社會特質(涂順安，2002)，而兩種學制的學生，其教育目標與需求也完全不同，身在其中的國中導師們也須因應這樣的情況，發展其經營領導班級事務的方式。 從文獻回顧中發現導師的領導行為與及班級氣氛的關係相當密切(陳密桃，1981)，但西方的領導模式的探討未必適用於以華人儒家文化作為根基的台灣社會。本研究針對華人世界發展出的家長式領導理論對班級氣氛間的關係做探討，利用個案研究，對任教完全中學的導師作個別的半結構式深度訪談，歸納家長式領導在導師們領導管理其班級的運用以及對班級氣氛的影響。 本研究結果建議在班級經營初期，使用家長式領導中的威權領導來建立班級規範及秩序，再輔以德行領導以及仁慈領導方式建立師生間的信任感。透過在教學場域任教導師的訪談，將家長式領導理論與導師班級經營的實務工作經驗相互印證，期盼能對正在學校中擔任導師職務或是即將進入這份職務的教師在班級經營方面有所幫助。 In six-year high school, there are two kinds of students with different educational systems at the same time, with different psychological and social characteristics (Tu, 2002). There are two different aims and needs for these two different group students. In response to this situation, class teachers work in the junior high division have developed their own management and leadership styles of class affairs. From the literature review, it is found that the class teacher’s leadership behavior is very closely related to the class atmosphere (Chen, 1981). The discussion of western leadership models may not be applicable to Taiwanese society which is based on Chinese Confucian culture. For the paternalistic leadership theory developed in the Chinese world, this research explores the relationship between paternalistic leadership and class atmospheres. The study summarizes that the importance of class teacher paternalistic leadership in class atmospheres by conducting individual semi-structured in-depth interviews with class teachers who teach in six-year high schools. The results of this study suggest that in the early stage of class management, the paternalistic leadership of authoritarian leadership and benevolent leadership can be used to establish class norms and order, supplemented by moral leadership benevolent leadership to establish a sense of trust between teachers and students. Through interviews with class teacher who teach in the teaching field, this study will mutually reflect the theory of paternalistic leadership behavior and the practical work experience of the teacher’s class management. It is further to be helpful in class management for teachers who are currently serving as class teacher in the school or are about to enter this position