中等學校師資培育學程研究生其教育專業信念與任教意願之相關研究--以國立臺灣師範大學為例

A Study on the Correlations between Educational Profession Belief and Teaching Willingness of the Grads Learn the Secondary School Teacher Education ─National Taiwan Normal University as an Example

范仁勇(Fan Jen-Yung)

指導教授 ： 馮丹白 ； 江文雄

國立臺灣師範大學/科技學院/工業教育學系/碩士(2009年)

摘要

本研究之目的，在瞭解中等學校師資培育學程研究生其教育專業信念與任教意願之現況傾向、在不同背景變項下之差異，以及兩者之間的相關與衝突。為達上述研究目的，本研究採用問卷調查法進行資料蒐集，以國立臺灣師範大學95、96學年度修習中等學校師資培育學程之研究生為研究對象進行抽樣，採用叢集抽樣法抽取11個研究所教育學程班級，實際有效問卷為110份。問卷調查部分，取得授權使用95學年畢業於新竹教育大學之研究生黃子瑄所編撰之量表，改編為「中等學校師資培育學程研究生之教育專業信念與任教意願調查問卷」進行研究。並以描述統計、單一樣本t考驗、獨立樣本t考驗、單因子變異數分析、Pearson積差相關等統計方法加以分析。根據資料分析結果，研究發現如下：
一、 整體而言，研究所師培生具有正向積極之教育專業信念與高度任教意願。
二、 不同性別之研究所師培生在「專業成長」方面具有顯著差異。
三、 不同年齡之研究所師培生在「任教興趣」、「任教回饋」、「整體任教意願」方面具有顯著差異。
四、 不同學院別研究所師培生在「任教興趣」、「任教待遇」、「整體任教意願」方面具有顯著差異。
五、 不同所年級研究所師培生在「專業認同」、「整體教育專業信念」、「任教興趣」、「整體任教意願」方面具有顯著差異。
六、 不同前一最高學歷研究所師培生在「專業自主」、「任教環境」方面具有顯著差異。
七、 研究所師培生因教授科目之不同，在「專業自主」方面具有顯著差異。
八、 研究所師培生因「個人喜好」、「個人生涯規畫」、「所學專長適合任教」、「師長影響」、「依考取志願順序選擇」等理由選讀台師大，在「教育專業信念」以及「任教意願」方面具有顯著差異。
九、 研究所師培生因家人有無從事教職在「專業認同」、「任教意向」方面具有顯著差異。
十、 研究所師培生教育專業信念與任教意願之間呈現正相關，即當研究所師培生教育專業信念愈正向積極，其任教意願亦愈高。

本研究最後並以研究結果為基礎，提出對師資培育機構、研究所師培生以及未來相關研究三方面提出建議。

關鍵字

中等學校 ； 師資培育學程學生 ； 教育專業信念 ； 任教意願

並列摘要

The purpose of this study was to investigate the divergence under different factors, the correlations and conflicts between educational profession belief and teaching willingness of the grads learned the secondary school teacher education.
To achieve the purposes, this study used questionnaire to acquire data. The valid questionnaires retrieved from the grads in the second semester of 2007 learned the secondary school teacher education of National Taiwan Normal University, which was getting 110 copies by cluster sampling.
The instrument of this study was allowed by Huang Tze-Shuan, which revised questionnaire adopting “the questionnaire of educational profession belief and teaching willingness of the grads learn the secondary school teacher education.”
These collected data was analyzed through describing statistics,t-test, one-way ANOVA , and Pearson test. The results of this study can be included as follows:
1. Generally, the grads learned the secondary school teacher education possess positive educational profession belief and teaching willingness.
2. The educational profession growth of the grads learned the secondary school teacher education are significantly different in terms of gender.
3. The grads learned the secondary school teacher education show significant differences in the scope of “teaching interest”、“feedback” and “teaching willingness” due to their ages.
4. The grads learned the secondary school teacher education show significant differences in the scope of “teaching interest”、“pay”、“teaching willingness”due to their colleges.
5. The grads learned the secondary school teacher education show significant differences in the scope of “Professional Identification”、“educational profession belief”、“teaching interest”、“teaching willingness”due to their grades.
6. The grads learned the secondary school teacher education show significant differences in the “Professional Autonomy”、“environment”due to their the educational background.
7. The grads learned the secondary school teacher education show significant differences in the “professional autonomy”due to subjects that they teach.
8. The grads learned the secondary school teacher education show significant differences in the “educational profession belief”、“teaching willingness”due to their “interest”、“career development”、“professional specialty”、“effect of teachers”、“aspiration”.
9. The grads learned the secondary school teacher education show significant differences in the “Professional Identification”、“teaching will”due to their belongings be teachers.
10. The grads learned the secondary school teacher education whose educational profession beliefs are significantly correlated to teaching willingness, in other words, the grads learned the secondary school teacher education whose educational profession beliefs possess more positive educational profession belief , the more teaching willingness they have.

Based on above findings and conclusions, at the end this study proposed recommendations for training institution, grads learns the secondary school teacher education and further researches.

並列關鍵字

Secondary School ； students learn teacher education ； educational profession belief ； teaching willingness

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