【作者】 刁清利；

【导师】 杨天平；

【作者基本信息】 浙江师范大学 ， 教育经济与管理， 2011， 硕士

【摘要】 班主任作为学生思想道德教育和心理健康发展的教育人员,对学生的健康成长起着极为重要的作用,日益成为家长继择校之后追求的另一优质教育资源。班长任作为班级的组织者、管理者和领导者,班主任的领导行为决定着师生间的关系,制约着班主任的管理水平。以台湾师范大学吴武典教授自编的《教师领导行为问卷》为测量工具。通过对金华市城市、城乡和农村3类地区,5所初中,19个班主任,710名学生的研究；通过问卷调查法和访谈法等方式搜集相关材料和数据信息；通过教育统计软件SPSS13.0进行统计分析,主要探讨两个问题：(1)学生知觉的班主任领导行为与学生期望的班主任领导行为有何差距：(2)班主任性别、年资、地域和素质四个背景变量间领导行为的一致性与差异性。并将研究结果与台湾地区、北京地区和山东地区进行比较,找寻其中的异同。研究结果表明：(1)在初中学生知觉的与期望的班主任领导行为问题上,学生期望更多的民主型领导行为,更少的权威和放任型领导行为；学生期望的班主任民主行为多于知觉到的班主任民主行为。在这一点上,与台湾、山东、北京地区与表现出了一致性。班主任背景变量间领导行为的一致性与差异性：(1)以班主任性别为自变量,学生知觉到男性班主任更多的民主行为,女性班主任更多的权威行为,学生期望女性班主任比男性班主任表现出更多的放任行为。(2)以班主任的工龄为自变量,学生知觉到10年以上工龄的班主任更多的民主行为,5-10年工龄的班主任更多的权威行为,5年以内的班主任更多的放任行为,期望的民主行为和期望的放任行为不存在显著性差异。(3)以地域为自变量,城市、城乡、农村三个地区的比较中,城市地区的学生知觉到最多的权威行为,城乡地区知觉到最多的民主行为,农村地区的学生知觉到了最多的放任行为；知觉的放任行为、期望的民主行为、期望的权威行为和期望的放任行为不存在显著性差异。在这一变量上,与台湾、北京、山东三个地区之间表现出了明显的异同。(4)以班主任的素质为自变量,学生知觉到优秀班主任更多的民主行为,普通班主任更多的放任行为,权威行为不存在显著性差异,学生期望优秀班主任比普通班主任能给予更多的民主行为；期望的权威行为和放任行为不存在显著性差异。根据以上的研究结果,对学生期望差距比较大的女性班主任、城市班主任、低年资班主任提出一些建议,并建议所有的班主任要多行使民主型领导行为,提高师生关系的和谐程度。更多还原

【Abstract】 Nowadays, the international competition is more and more increasingly, the competition is not for economic but for the talent.All countries in the world put education on the priority position of strategic. Because of the existing problems of the primary education, the ministry of education enacted the reformation of primary education, advanced new goals and new idea. Its core concept is" all for the student’s development"、all for the student’". Class-adviser served as a class’s organizer, manager and a leader in education, due to the special status and role. The have to think how to improve their management and teaching level.Research taking five junior high schools 19 Class-adviser 710 students in the Jinhua as the research object include town and rural. Using "teacher leading behavior questionnaire" for measuring tool, through the questionnaire and interviews ways search for data information, and then through the data to SPSS 13.0 to analysis. Study the teacher leading behavior felt and expected by the students. Also study the relation from gender, seniority, regional and quality variables to leadership behavior, to find the consistency and differences. At last compare the result with Taiwan, Beijing and Shandong, looking for the similarities and differences and characteristics.The results show that in the primary middle school students’ felt and expect head teacher leading behavior problems, students expect more democratic leadership behavior, less authority and laissez-faire leadership behavior; Students expect more democratic behavior of teacher in charge teacher of perceived democratic behavior. At this point, four districts showed consistency. Gender differences, the student perception more democratic behavior to male teacher, female teacher gave less democratic behavior, students expect women show more indulge behavior than male teacher; Seniority differences,10 years seniority head teacher show more democratic behavior,5-10 years seniority head teacher show more authority,within 5 years seniority head teacher show more indulge behavior, indulge behavior difference does not significant; Regional differences a, urban areas students felt more authoritative behavior, town area felt moderate democratic behavior consciousness, students in rural areas felt more democracy behavior. At this point, four districts showed obvious difference.According to the results, the author give some suggestions to the class adviser, to promote relationship between teachers and students.更多还原