教師介入在教師支持、教師公平與肢體霸凌受害頻率之間的角色

Abstract

本研究主要探討國中生所知覺教師支持、教師公平(程序公平、互動公平)、教師介入(教師介入頻率、教師介入有效性)與肢體霸凌受害頻率的關聯性以及不同霸凌角色與情境在各變項的差異性，並深入探討國中生所知覺的教師介入在教師支持、教師公平與肢體霸凌受害頻率間所扮演的角色。本研究採用問卷調查法，研究樣本為高雄市、台南市、苗栗縣、新竹市、新北市等地區八所公立國中 709 位學生，根據受試者在「教師支持量表」、「程序公平量表」、「互動公平量表」、 「教師介入量表」與「肢體霸凌受害頻率量表」的得分以描述統計、皮爾森積差相關、ANOVA、MANOVA、多元迴歸分析等統計方法進行處理與分析。研究結果如下： 一、 學生所知覺的教師支持、教師程序公平與教師互動公平，會因為不同霸凌角色而有顯著差異，且霸凌者得分會顯著高於受害者與霸凌受害者。 二、 教師介入頻率會因為不同情境而有顯著差異，其中工具性、霸凌性的霸凌情境的介入頻率皆顯著高於敵意性霸凌情境。 三、 相關分析結果顯示，國中生所知覺教師程序公平與教師介入有效性，具有顯著正相關；國中生所知覺教師互動公平與肢體霸凌受害頻率，具顯著負相關。 四、 迴歸分析結果顯示，互動公平對理智性教師介入頻率有正向預測力，對消極性教師介入頻率有負向預測力；程序公平對處罰性教師介入頻率有負向預測力，對理智性、處罰性、消極性教師介入效果有正向預測力。 五、 教師介入在教師支持、教師公平與肢體霸凌受害頻率間並不具中介效果。

本研究根據最後研究結果提出建議，以供教育工作者及未來研究作參考。

This study investigated the relationship teacher support, teacher justice, teacher intervention and adolescent physical bullying, and the effects of bully roles and situations on these variables. Moreover, the mediating effects of teacher intervention on the relationship between teacher support, teacher justice and adolescent physical bullying were also examined. The data were collected through the questionnaire and 709 students from 8 public junior high schools in Taiwan participated in this study. Descriptive statistics, correlation analysis, ANOVA analysis, MANOVA analysis and regression analysis were used to analyze the data. The results of this study showed as follows: 1. Students’ percerptions of support and justices from teachers were significantly different by bully roles. 2. Students’ perceptions of intervention frequency from teachers were significantly different by bully situations. 3. There was a significant positive correlation between students’ perceived procedural justice and intervention effects from teachers, and a significant negative correlation between students’perceived interactional justice from teachers and adolescent physical bullying. 4. The interactional justice had significant positive prediction on the reasonable intervention frequency from teachers, and a significant negative prediction on the passive intervention frequency from teachers. Moreover, the procedural justice had a significant negative prediction on the punitive intervention frequency from teachers, and a significant positive prediction on the reasonable, punitive and passive intervention effects from teachers. 5. The mediating effects of teacher intervention on the relationship between teacher support, teacher justice and adolescent physical bullying were not significant. Based on the findings, this study has provided some suggestions for teachers and researchers in regard to teacher-student interaction.