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題名 在低結構化口試情境下應試者人格特質與口試結果之關係 --從五大人格、自我監控、自我效能談起
作者 陳淑慧
貢獻者 胡悅倫
陳淑慧
關鍵詞 口試結構化
教師甄選
人格特質
口試結果
structured interview
teacher selection
personality
interview outcome
日期 2005
上傳時間 25-Apr-2010 17:17:20 (UTC+8)
摘要 本研究目的為檢驗在低結構化口試情境中，應試者的人格特質，如五大人格、自我監控、自我效能與口試結果之關係。
本研究採取問卷調查法進行，分成研究一與研究二，研究場域為北部某縣市高中職教師甄選，研究一的研究對象為該場教師甄選的口試委員，共27名，所採用的研究工具為「中等學校教師甄選口試現況調查問卷」；研究二的研究對象為參加教師甄選第二階段口試的應試者，共216名，有效問卷214份，研究工具為「性格自評量表」、「自我監控量表」、「一般自我效能量表」。
研究結果指出在本研究場域教師甄選口試屬低結構化狀態，應試者自評的五大人格、自我監控、自我效能分數與口試結果未達顯著相關。
研究建議在辦理教師甄選實務工作上，朝提高口試結構化方向努力；在未來研究上，應注意社會期許效應的控制、擴大樣本的特性及人格測量方法的檢證。


關鍵詞：口試結構化、教師甄選、人格特質、口試結果
The purpose of this research is to examine the relationship between the interviewee’s interview outcome and his/her personalities presented in such measures as Big Five, Self-Monitoring, and Self-Efficacy. The interview in which the interviewees are involved is a low-structured situation.
The data of the research are collected from a senior/vocational high school teacher test in one of Taiwan northern counties. The research is divided into two sub-researches—Sub-research 1 and Sub-research 2, and different questionnaires are used to collect research data in the sub-researches. The subjects of Sub-research 1 are 27 committee interviewers, who are asked to do the “Questionnaire for investigating the applicants’ interview performance in the senior school teacher test.” The subjects of Sub-research 2 are 216 applicants, who are approved to interviews. The measures used in this sub-research include “The Scale of Big Five,” “Revised Self-Monitoring Scale,” and “General Perceived Self-Efficacy Scale.” Of all the applicants, 214 samples are collected.
The findings show that in the low-structured interview situation there is no significant relation between the interviewee’s interview outcome and his/her scores gained from the chosen measures.
For the future programs in selecting new teachers, a high-structured interview is suggested. For the future research on this topic, the effects of the social expectation, the characteristics of the subjects, and the personality measures should be paid attention to.

Key word：structured interview、teacher selection、personality、interview outcome
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描述 碩士
國立政治大學
學校行政碩士在職專班
929110191
94
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0929110191
資料類型 thesis
dc.contributor.advisor 胡悅倫zh_TW
dc.contributor.author (Authors) 陳淑慧zh_TW
dc.creator (作者) 陳淑慧zh_TW
dc.date (日期) 2005en_US
dc.date.accessioned 25-Apr-2010 17:17:20 (UTC+8)-
dc.date.available 25-Apr-2010 17:17:20 (UTC+8)-
dc.date.issued (上傳時間) 25-Apr-2010 17:17:20 (UTC+8)-
dc.identifier (Other Identifiers) G0929110191en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/39218-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 學校行政碩士在職專班zh_TW
dc.description (描述) 929110191zh_TW
dc.description (描述) 94zh_TW
dc.description.abstract (摘要) 本研究目的為檢驗在低結構化口試情境中，應試者的人格特質，如五大人格、自我監控、自我效能與口試結果之關係。
本研究採取問卷調查法進行，分成研究一與研究二，研究場域為北部某縣市高中職教師甄選，研究一的研究對象為該場教師甄選的口試委員，共27名，所採用的研究工具為「中等學校教師甄選口試現況調查問卷」；研究二的研究對象為參加教師甄選第二階段口試的應試者，共216名，有效問卷214份，研究工具為「性格自評量表」、「自我監控量表」、「一般自我效能量表」。
研究結果指出在本研究場域教師甄選口試屬低結構化狀態，應試者自評的五大人格、自我監控、自我效能分數與口試結果未達顯著相關。
研究建議在辦理教師甄選實務工作上，朝提高口試結構化方向努力；在未來研究上，應注意社會期許效應的控制、擴大樣本的特性及人格測量方法的檢證。


關鍵詞：口試結構化、教師甄選、人格特質、口試結果		zh_TW
dc.description.abstract (摘要) The purpose of this research is to examine the relationship between the interviewee’s interview outcome and his/her personalities presented in such measures as Big Five, Self-Monitoring, and Self-Efficacy. The interview in which the interviewees are involved is a low-structured situation.
The data of the research are collected from a senior/vocational high school teacher test in one of Taiwan northern counties. The research is divided into two sub-researches—Sub-research 1 and Sub-research 2, and different questionnaires are used to collect research data in the sub-researches. The subjects of Sub-research 1 are 27 committee interviewers, who are asked to do the “Questionnaire for investigating the applicants’ interview performance in the senior school teacher test.” The subjects of Sub-research 2 are 216 applicants, who are approved to interviews. The measures used in this sub-research include “The Scale of Big Five,” “Revised Self-Monitoring Scale,” and “General Perceived Self-Efficacy Scale.” Of all the applicants, 214 samples are collected.
The findings show that in the low-structured interview situation there is no significant relation between the interviewee’s interview outcome and his/her scores gained from the chosen measures.
For the future programs in selecting new teachers, a high-structured interview is suggested. For the future research on this topic, the effects of the social expectation, the characteristics of the subjects, and the personality measures should be paid attention to.

Key word：structured interview、teacher selection、personality、interview outcome		en_US
dc.description.tableofcontents 第一章 緒論
第一節 研究動機………………………………………………1
第二節 研究問題………………………………………………6
第三節 名詞與變項定義………………………………………6
第四節 研究範圍與限制………………………………………9

第二章 文獻探討
第一節 甄選口試之相關研究…………………………………10
第二節 影響口試結果因素之相關研究………………………21
第三節 人格特質在甄選口試上的運用………………………29
第四節 人格測量的方法及其限制……………………………44

第三章 研究一：教師甄選口試結構化程度現況調查
第一節 研究目的………………………………………………48
第二節 研究對象………………………………………………48
第三節 研究工具………………………………………………50
第四節 研究結果………………………………………………52
第五節 結論……………………………………………………67
第四章 研究二：應試者人格特質與口試結果之關係
第一節 研究目的………………………………………………69
第二節 研究對象………………………………………………70
第三節 研究工具………………………………………………73
第四節 研究結果………………………………………………78

第五章 結論與建議
第一節 結論……………………………………………………85
第二節 建議……………………………………………………99

參考文獻
中文部分…………………………………………………………104
英文部分…………………………………………………………106

附錄一 中等學校教師甄選口試現況調查問卷……………………119
附錄二 中等學校教師甄選口試調查問卷…………………………125
附錄三 理想教師五大人格圖像之初探研究………………………129

表 次

表2-1 口試效標效度之研究一覽表…………………………………14
表3-1 口試委員背景資料分析………………………………………49
表3-2 口試問題的產生………………………………………………54
表3-3 口試問題的詢問方式…………………………………………54
表3-4 口試問題的提問方式…………………………………………55
表3-5 面對主動發問的處理…………………………………………55
表3-6 詢問問題的類型………………………………………………55
表3-7 口試流程的決定………………………………………………57
表3-8 此次教師甄選口試的方式……………………………………58
表3-9 口試委員的發問方式…………………………………………58
表3-10口試作答的時間………………………………………………58
表3-11 理想口試的時間………………………………………………59
表3-12 是否紀錄口試筆記……………………………………………59
表3-13 口試筆記的內容………………………………………………59
表3-14 口試筆記內容的類型…………………………………………59
表3-15 口試評分標準的形成…………………………………………61
表3-16 評分標準討論確定的時間……………………………………61
表3-17 不同類型的答案是否有明確的評分標準……………………62
表3-18 口試評分的方式………………………………………………62
表3-19 口試評分的討論………………………………………………62
表3-20 口試成績佔分的比例…………………………………………62
表3-21 口試委員的人選………………………………………………64
表3-22 口試委員的產生………………………………………………65
表3-23 被告知擔任口試委員的時間…………………………………65
表3-24 對口試委員詢問問題的看法…………………………………65
表3-25 對口試委員可選出優秀老師的看法…………………………66
表3-26 口試工作最困難的部分………………………………………66
表3-27 口試工作最需加強的部分……………………………………66
表3-28 錄取者日後表現與口試時預期的符合程度…………………67
表3-29 結構化對照表…………………………………………………68
表4-1 第二階段各科參加考試人數暨錄取率一覽表………………71
表4-2 本研究應試者之背景資料分析………………………………72
表4-3 應試者在各變項的得分分佈情形……………………………79
表4-4 應試者各變項的變異係數……………………………………79
表4-5 應試者的人口統計變項與口試結果之間的關係(一) ………81
表4-6 應試者的人口統計變項與口試結果之間的關係(二) ………82
表4-7 應試者五大人格、自我監控、自我效能與口試結果積差相關
摘要表…………………………………………………………83
表附-1教師版的理想教師五大人格圖像在各變項的得分情形……129
表附-2家長版的理想教師五大人格圖像在各變項的得分情形……130


圖 次

圖2-1 求職口試的模式………………………………………………22
圖2-2 印象管理結構…………………………………………………27
圖2-3 效能期望與結果期望之區別…………………………………39
圖2-4 自我效能—表現間關係模式…………………………………42		zh_TW
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dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0929110191en_US
dc.subject (關鍵詞) 口試結構化zh_TW
dc.subject (關鍵詞) 教師甄選zh_TW
dc.subject (關鍵詞) 人格特質zh_TW
dc.subject (關鍵詞) 口試結果zh_TW
dc.subject (關鍵詞) structured interviewen_US
dc.subject (關鍵詞) teacher selectionen_US
dc.subject (關鍵詞) personalityen_US
dc.subject (關鍵詞) interview outcomeen_US
dc.title (題名) 在低結構化口試情境下應試者人格特質與口試結果之關係 --從五大人格、自我監控、自我效能談起zh_TW
dc.type (資料類型) thesisen
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