本研究旨在瞭解目前高中生的五大人格特質是否與心目中的好老師之行為、類型產生相關性，由於過往文獻中較少從高中生的觀點上進行探討，大多研究都是站在教師或專家學者的角度去審視好老師應該具備哪些條件。且也較少提到高中生的五大人格特質與喜愛教師的行為或類型，是否有相關性。目前僅發現「友善性」特質越高的學生，越傾向「外向性」特質的教師（陳美華、許銘珊，2010），但仍缺乏具體的描述，為什麼學生會喜愛該特質的老師，是因為教師的哪種行為而產生的影響？
因此，研究重點在探討高中生心目中的「好老師」應該具備哪些行為或類型，並將高中生的人格特質先行分類，再進行分析。本研究除了使用「問卷調查」外，更採用了開放式「文字意見」，由於問卷題項屬於封閉式問題，依據受試者自身經驗勾選，在研究深度上略顯不足，而加入文字意見，更能使受試者真實地表達心中的想法，使研究結果更加的客觀且具有意義。
本研究採用「階層式集群分析」，分析學生所寫下的開放式文字意見，探討學生心目中好老師之類型；再採用「探索性因素分析」與「驗證性因素分析」，分析學生所勾選之好老師量表，探討學生心目中好老師之行為，並進行模式適配；接著再試著將學生所寫下的開放式文字意見與勾選出的好老師量表，相互比較。最後，加入高中生的五大人格特質，採用「迴歸分析」，分析高中生的人格特質與心目中的好老師之行為是否相關，以及採用「單因子變異數分析」，分析高中生的人格特質與心目中的好老師之類型是否相關。

In the past, most researchers tended to explore what traits a good teacher should have from the perspectives of teachers, experts or scholars rather than from high school students’ viewpoints. There is also little discussion of whether there is any relation between the five personality traits of high school students and the behavior or type of teachers. At present, we only find students with obvious traits of "agreeableness" are more likely to prefer teachers with "extraversion" traits (Chen & Hsu, 2010). However, there is still no specific description of why students like teachers of with this trait and what kind of behavior cause such impact? Therefore, the research focuses on the behaviors and types of "good teachers" in high school students' minds, and classifies as well as analyzes the personality traits of high school students first. In addition to the use of the "questionnaire", this study also uses "text opinion". Questions included in the questionnaire are mostly closed-ended. They are answered based on the experience of the subjects, and the research depth is thus slightly insufficient. With text opinions, the subject can express their thoughts more clearly and make the research results more objective and meaningful.
This study takes advantage of hierarchical clustering to analyze the open-ended texts written by students and explore the types of good teachers in the students' minds. Then we use explorative factor analysis (EFA) and confirmatory factor analysis (CFA) to analyze the options selected by the students, and to explore the behavior of the good teachers in the students' minds and to the model goodness of fit during a confirmatory factor analysis (CFA) in AMOS. After this, we try to compare the open-ended texts written by the students with the good teacher check selections. Finally, the five personality traits of high school students are added. Regression analysis is then used to analyze whether different personality traits of high school students are related to their preference for different behavior of good teachers; and analysis of variance (ANOVA) is also used to analyze whether different high school students' personality traits are related to their preference for different type of good teachers.

論文審定書 i
誌謝 ii
中文摘要 iv
英文摘要 v

第一章 緒論 01
第一節 研究動機與背景 01
第二節 研究目的與問題 03

第二章 文獻探討 05
第一節 教師對學生學習之重要性 05
第二節 好老師之定義與內涵 07
第三節 以學生的視角探討好老師之必要性 13
第四節 人格特質之理論 17

第三章 研究方法 27
第一節 研究架構 28
第二節 研究對象 29
第三節 研究工具 33

第四章 研究結果與分析 52
第ㄧ節 研究背景資料分析 52
第二節 高中生心目中的好老師之文字意見分析 54
第三節 好老師量表與五大人格量表之題項分析 70
第四節 高中生心目中的好老師之驗證性因素分析 75
第五節 文字意見與問卷調查之差異性比較 92
第六節 高中生五大人格特質與心目中好老師類型之變異數分析 94
第七節 高中生五大人格特質與教師行為之相關分析 95
第八節 高中生五大人格特質與教師行為之迴歸分析 98

第五章 結論與討論 106
第一節 研究結論 106
第二節 研究建議 116
第三節 研究限制 120

參考文獻 122
壹、中文文獻 122
貳、外文文獻 123

附錄 131
附錄ㄧ 112個原型特質 131
附錄二 預試問卷 132
附錄三 The Big Five Inventory (BFI) 136
附錄四 正式問卷 138

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