Abstract—This study is aimed to discuss the difference that
teachers come from various backgrounds and school
environments whose attitudes of positive disciplines and class
The sampling target is full- time teachers at public junior high schools in central area of Taiwan who taught from September 1, 2012 to August 31, 2013.
The study gives out 760 questionnaires which are 618 usable and the return rate of usable questionnaires is 81.3%. The collected data are analyzed by using frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, Scheff’s method and Pearson’s production-moment correlation.
According to the result of this study, the conclusions are summarized as follow: 1) Teachers in junior high school who have master or doctoral degree and ages are 41 to 50 have better attitude of positive discipline. 2) Teachers in junior high school are under 30, both in teaching and administrative positions, less than five years seniorities, and have master or doctoral degree who have better class management effectiveness. 3) Teachers teach in remote junior high schools that students less 100 have better attitude of positive discipline and class management effectiveness. 4) Teachers’ better attitude of positive discipline significant impact class management effectiveness.
Index Terms—Teachers in junior high school, attitude of positive discipline, class management effectiveness.
The authors are with the Department of Industrial Education and Technology, National Changhua University of Education (NCUE), Taiwan (e-mail: email@example.com, firstname.lastname@example.org, email@example.com, firstname.lastname@example.org).
Cite: Chia-Ling Shih, Chin-Chang Wu, Fang-Pin Lai, and Chin-Wen Liao, "The Study of Teachers’ Attitudes of Positive Disciplines and Class Management Effectiveness in Junior High School," International Journal of Information and Education Technology vol. 5, no. 7, pp. 507-511, 2015.