- 學位論文
嘉義市國小教師參與在職進修現況與影響因素之研究
Research of the Current Situation and the Impact Factors about Chiayi City Elementary School Teachers' Participation in In-Service Advanced Study
摘要
摘要 本研究旨在探討嘉義市國小教師參與在職進修的現況及其影響因素。以研究者改編之「嘉義市國小教師參與在職進修影響因素之研究調查問卷」做為研究工具，採問卷調查法並依據學校規模進行抽樣調查。抽樣方式採取兩階段隨機取樣法：第一階段為分層叢集比例取樣；第二階段採分層隨機取樣。總計回收有效問卷381份。調查所得的資料以描述性統計、t考驗、單因子變異數分析及卡方檢定等統計方法進行分析。得到以下的研究發現與結論。 一、嘉義市國小參與在職進修的影響因素，以「社會環境」層面的影響最大，其次為「學校環境」層面，再其次為「個人狀況」層面，「進修制度」層面的影響最小。 二、嘉義市國小教師參與在職進修的方式最主要為「校內研習」，其次為「校外研習」，再其次為「學位進修」，參與「學分進修」的人數最少。 三、女性教師比男性教師受到社會環境因素較高程度的影響；年齡在「21-30歲」的教師比年齡在「41-50歲」的教師，受到進修制度因素較高程度的影響。教育程度為「一般大學」的教師，比教育程度為「研究所」的教師，受到進修制度因素較高程度的影響；「科任」教師，比「組長」，受到進修制度因素更高程度的影響。 四、男性教師多參與「校外研習」；女性教師多參與「校內研習」；教育程度為「師範學院」的教師，其參與學位、學分進修的比例高於教育程度為「研究所」的教師；「科任」教師參與學分進修比「主任」踴躍；「主任」及「組長」，參與校外研習比「級任」教師踴躍；「級任」教師參與校內研習比「組長」踴躍；學校規模為「1-12班」及學校規模為「49班以上」的教師，參與學位進修比學校規模為「13-24班」的教師踴躍；學校規模為「25-48班」的教師，參與學分進修比學校規模為「49班以上」的教師踴躍。 五、參與校內研習，研習時數較多的教師比研習時數中等及研習時數較少的教師，受到學校環境因素較高程度的影響。
並列摘要
Abstract The purport of this research was to explore the current situation and the impact factors about Chiayi city elementary school teachers' participation in in-service advanced studies. “Survey questionnaire of the impact factors research of Chiayi city elementary schoolteachers' participation in in-service advanced studies” was used as a research tool which was adapted by researcher. Questionnaire survey was conducted in this research as a main method, and two- stage random sampling method was taken： stratified-cluster proportional sampling for the first stage, and stratified random sampling for the second. 381 valid questionnaires were collected in total. The collected data were analyzed by using statistical methods such as description statistic, t-test, one-way ANOVA, and chi-square test. The research findings and conclusions were summarized as follows: 1. Among the impact factors about Chiayi city elementary school teachers' participation in in-service advanced studies, social environment layer impacted most, school environment second, individual situation come next, and advanced study system impacted least. 2. Among the modes of Chiayi city elementary school teachers' participation in in-service advanced studies, the “in-school research and study” mode was taken most, the “out-of-school research and study” second, and “degrees advanced study” next. The number of persons in “credits advanced study” mode was least. 3. Female teachers were impacted more than male teachers by social environment factor. Teachers “aged 21-30” were impacted more than teachers “aged 41-50” by advanced study system factor. Teachers at “college” level of education were impacted more than teachers at “graduate school” by advanced study system factor. “Subject teachers” were impacted more than “chief” by advanced study system factor. 4. Most male teachers participated in “out-of-school research and study”, and most female teachers participated in “in-school research and study”. When participating in degrees or credits advanced study, the proportion of teachers at “teachers college” level of education was larger than teachers at “graduate school”. “Subject teachers” participated more eagerly in credits advanced study than “directors”. “Directors” and “chief” participated more eagerly in out-of-school research and study than “the teachers in charge of class”. “The teachers in charge of class” participated more eagerly in in-school research and study than “chief”. Teachers of schools with “1-12 classes” or “49 classes and upward” scale participated more eagerly in degrees advanced study than teachers of schools with “13-24 classes” scale. Teachers of schools with “25-48 classes” scale participated more eagerly in credits advanced study than teachers of schools with “49 classes and upward” scale. 5. For in-school research and study, teachers who took more research and study hours were impacted more than teachers who took middle or less by school environment factor.