中彰投地區高中職教師多元文化教育態度、增能與實踐之關係研究

本研究旨在透過高中職教師的多元文化教育態度、增能與實踐問卷調查，藉以瞭解高中職教師多元文化教育態度、增能與實踐之現況，並探討不同背景之高中職教師在多元文化教育態度、增能與實踐的差異情形，分析多元文化教育態度、增能與實踐間的相關性及預測力。根據研究結果提出建議，期能做為協助高中職教師提昇多元文化教育實踐，於校園實現多元文化教育目標之參考。本研究採問卷調查法，以中彰投地區之高中職教師為研究對象，抽取401位教師進行問卷調查，研究工具為「高中職教師多元文化教育態度、增能與實踐調查問卷」。根據受試者問卷填答結果，以平均數及標準差瞭解現今高中職教師多元文化教育態度、增能與實踐之現況；以t考驗、單因子變異數分析對不同背景變項之高中職教師的多元文化教育態度、增能與實踐進行考驗，如達顯著水準則以Scheff`e法進行事後處理；以皮爾遜積差相關探討高中職教師多元文化教育態度、增能與實踐的相關性；以多元逐步迴歸探討多元文化教育態度、多元文化教育增能對多元文化教育實踐之預測力。研究結論如下：一、高中職教師在多元文化教育態度有中高程度表現，其中「內容的統整」表現較佳。二、高中職教師在多元文化教育增能有中高程度的表現，其中「研習」表現優於「學位進修」和「教師自學」。三、高中職教師在多元文化教育實踐有中高程度的表現，其中「行政實踐」表現優於「教學實踐」。四、高中職教師因性別與多元文化教育學習經驗不同，在多元文化教育態度表現上而有差異，女性與有多元文化教育學習經驗之教師表現較佳。五、高中職教師因性別、最高學歷、任教年資、擔任職務與多元文化教育學習經驗不同，在多元文化教育增能表現上而有差異，女性、一般大學、5年以下年資、專任教師與有多元文化教育學習經驗之教師表現較佳。六、高中職教師因性別、擔任職務與多元文化教育學習經驗不同，在多元文化教育實踐表現上而有差異，女性、專任教師與多元文化教育學習經驗之教師表現較佳。七、高中職教師的多元文化教育態度及增能皆與多元文化教育實踐有正相關且有預測力。

關鍵字

多元文化教育；教育態度；教育增能；教育實踐

並列摘要

The purpose of this study was to understand the attitude, empowerment and application of multicultural education for high school and vocational school teachers through “The Questionnaire about the Attitude, Empowerment and Application of Multicultural Education for High School and Vocational School Teachers”. Besides, the study also explored the differences of attitude, empowerment and application of multicultural education for high school and vocational school teachers with various backgrounds. The study further analyzed the correlations and predictive ability of attitudes, empowerment to the application of multicultural education. According to the research results, the suggestions can be used as a reference for assisting high school and vocational school teachers to improve the application of multicultural education and achieve the goal of multicultural education on campus. This study adopted a questionnaire survey method and selected high school and vocational school teachers in Taichung, Changhua and Nantou areas as the research subjects. The research tool was “The Questionnaire about the Attitude, Empowerment and Application of Multicultural Education for High School and Vocational School Teachers”. 401 teachers were selected for the questionnaire survey. According to the results of the questionnaires of the participants, the means of average and standard deviations were used to understand the current situation of the attitudes, empowerment and application of multicultural education among high school and vocational school teachers. T-test and One-way ANOVA analysis were applied to analyzed the attitudes, empowerment and application of multicultural education for teachers from various backgrounds. Once the figure of the result in this study reached level of significance, Scheff`e was thus applied in the continuing process for further research in this study. The data was also analyzed through Pearson product moment correlation test to realize whether or not there was significant correlation among the attitudes, empowerment and application of multicultural education among high school and vocational school teachers. Stepwise Multiple Regression analyses was used to explore the relationship and predictability among the attitudes, empowerment and application of multicultural education for high school and vocational school teachers. The following are the findings of this study: 1. The high school and vocational school teachers have moderately high level for attitudes of multicultural education, with "content integration" performing better. 2. The high school and vocational school teachers have moderately high level for empowerment of multicultural education, and the teachers perform better in terms of “attending the seminar” than “acquiring academic degree” and “self-study”. 3. The high school and vocational school teachers have moderately high level for application of multicultural education, and the teachers’ performance of “administration work” is better than the performance of “teaching”. 4. The attitudes of multicultural education of high school and vocational school teachers differ owing to genders and the experience of multicultural education, in which female teachers and teachers with multicultural education learning experience performed better. 5. The empowerment of multicultural education of high school and vocational school teachers differ owing to genders, the highest degree of education, the age of teaching, the position of work and the experience of multicultural education, in which female teachers, general university qualifications, teachers who teaching under 5 years, full-time teachers and teachers with multicultural education learning experience performed better. 6. The application of multicultural education of high school and vocational school teachers differ owing to genders, the position of work and the experience of multicultural education, in which female teachers, full-time teachers and teachers with multicultural education learning experience performed better. 7. There lies positive correlation and predictability among the attitudes, empowerment and application of multicultural education for high school and vocational school teachers.