國民小學教師師生衝突經驗及化解歷程之研究

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A Study of Elementary School Teachers’ Conflict Experiences with

Students and the Processes of Their Conflict Resolutions

Abstract

The purpose of this study was to explore elementary school teachers’

conflict experiences with students and the processes of their conflict resolutions

which included the factors of the conflict, the internal thoughts, the emotional

reactions and the handling strategies in the conflict interaction, and the

influences after the conflict.

Qualitative methods were used in the study. The researcher invited two

elementary school teachers, Miss Tsai and Miss Kuo, who had the experiences

of teacher-student conflict and were willing to share these experiences to be the

case teachers.The data were collected and analyzed by using semi-structured

interviews, non-participated classroom observations and personal documents.

The major conclusions of the study were as follows:

1. The main factors of teacher-student conflict were:

(1) The main latent factors of both teachers were “the traits of the students”

and “the improper behaviors and attitudes of the students

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(2) The main immediate factors of both teachers were “the improper

behaviors and attitudes of the students.”

2. The internal thoughts during the processes of conflict resolutions were :

(1) Miss Tsai tended to seek ways which could temporarily restrain the

processing of the conflict in order to avoid further interactions with the

students.

(2) Miss Kuo kept unyielding in mind and thought that the conflicting

problems couldn’t be appeased and should be resolved on the instant.

3. The main emotional reactions of the teachers during the processes of conflict

(2) Miss Kuo tended to take direct methods like “authoritative managements”

and “problem solving.”

5. The influences of teacher-student conflict experiences on both teachers could

be divided into “teacher-student interaction” and “self-reflection.”

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