本研究之目的,在瞭解工技系學生的教育專業信念及任教意願傾向;不同性別、年級之間的差異情形;教育專業信念及任教意願的相關性。本研究將量表寄發給全體532位研究對象,並經過六次催覆後,回收有效量表239份。用描述統計、t檢驗、單因子變異數分析、皮耳森積差相關等統計方法分析發現:一、工技系學生在教育專業信念的整體及其六個層面,都呈現正面傾向;比較不同性別、年級的差異,發現在專業自主方面男高於女、專業成長方面男低於女、專業服務方面一年級高於四年級;二、工技系學生在任教意願的整體及其四個層面,都呈現正面傾向;且不同性別、年級之間,均無顯著差異;三、教育專業信念的整體及各層面,和任教意願的整體及各層面之間,大多有顯著正相關。本研究並對生活科技師資培育和未來研究二方面提出建議。
The purposes of this study were to explore the educational profession belief and teaching willingness of the students in the Dep. of I.T.E., which include the tendency, relation and the difference between genders and among grades. After sending Scales to all 532 subjects and remind six times, 239 scales retrieved. The data analyzed statistically by description statistics, t-test, one-way ANOVA and Pearson’s product-moment correlation. This study found that:1. Educational profession belief of the students in the Dep. of I.T.E. had positive tendency and had some difference between genders and among grades. 2. Teaching willingness of the students in the Dep. of I.T.E. had positive tendency and had no difference between genders and among grades. 3. Most of the relations among the formation of educational profession belief and teaching willingness were significant. Based on the results of this study, suggestions for teacher’s education and future research were proposed.