本研究旨在瞭解基隆市高中教師面對學生道德健康行為時之認知與因應情形，以問卷調查方式進行實徵研究。因此，藉由訪談及相關文獻資料整理編製問卷。本研究將教師面對學生道德健康行為分為「作弊」與「偷竊」兩種問題。研究結果顯示：在認知方面，性別影響教師處理道德問題的認知；年齡對處理學生道德問題之認知相關不大；教師職務上的不同，對「利益」影響道德判斷的看法也不同。在因應方面，性別不影響教師處理的因應策略；資深教師較易選擇消極因應策略；初任教師較不敢當面指正學生；教師職務不影響因應模式。研究結果可讓讓更多教育相關工作者瞭解教師處理學生道德問題的情況，分析教師的認知與因應為何，以提供學校與政府有關當局重新思索，如何建構有效方式與提供實質協助以提升教師處理策略。 This research aims to explore the cognitions and coping strategies when senior high school teachers face students’ stimulated behavors of moral health. The questionnaire based on interview and related literature review. The students’ stimulated moral situation has been set up with ‘cheating in exam’ and ‘stealing’ occasions, and the results clearly show: Regarding to teachers’ cognition, Gender affects teachers’ cognition, but age doesn’t. As for teachers’ positions, different ones consider interests differently. Regarding to coping strategies, gender and position don’t have a difference. However, aged teachers tend to take negative coping strategies; meanwhile, young teachers dare not to correct students’ mistakes in face. Overall, this research results can not only support education related workers to be aware of the cognitions and coping strategies when teachers face students’ moral behaviors, but also provide school and education authorities to consider how to construct the effective strategies for improving teachers’ discipline strategies.
