原住民重點學校教師人格特質與文化融入教學接受度之相關研究

本研究旨在調查原住民重點地區教師在原住民文化融入教學接受度現況，並分析不同背景變項之教師其在文化融入教學接受度之差異情形，以及探討文化融入教學接受度與教師人格特質之關聯性。　　本研究採問卷調查法，以「文化融入教學現況」、「文化融入接受度」量表及「人格特質」量表為研究工具。採立意抽樣的方式抽取臺中市、南投縣原住民重點國民小學223名教師為研究對象。所得資料以描述統計、卡方檢定、獨立性t考驗、單因子變異數分析及積差相關等方式進行分析，配合研究問題所得結果如下：一、原住民重點學校教師文化融入教學現況佳，但仍有進步空間。二、各背景變項的原住民重點學校教師在「文化融入教學現況」的部分構面有差異。三、原住民重點學校教師文化融入教學接受度呈中高程度。四、各背景變項的原住民重點學校教師在「文化融入教學接受度」的部分構面有差異。五、原住民重點學校教師文化融入教學接受度與人格特質呈正相關。人格特質構面中「經驗開放性」、「謹慎性」、「外向性」、「友善性」四個構面，皆與文化融入教學接受度各構面呈低度至中度正相關，而「神經質」構面僅與情感接受度呈低度相關，其餘皆無顯著相關。　　最後，依據以上研究結果，提出具體建議，以供學校教師、教育行政機關及後續研究者參考。

關鍵字

原住民重點學校；文化融入教學；文化融入教學接受度；人格特質

並列摘要

The purpose of this study was designed to investigate the acceptance level toward teaching integrating cultures of teachers in aboriginal highlighted schools, to analyze the diversity of the acceptance level toward teaching integrating cultures of teachers with different backgrounds, and to explore the relationship between the acceptance level toward teaching integrating cultures and teachers' personality traits. Questionnaire survey was used in the study, and the research tools included the Current Situation of Teaching Integrating Cultures Scales, the Acceptance Level toward Teaching Integrating Cultures Scales and Personality Traits Scales. The subjects were 223 teachers that were selected through purposive sampling in aboriginal highlighted schools in Taichung City. The data were analyzed through descriptive statistics, chi-Square test, Independent-Sample t-test, one-way ANOVA and Pearson’s product-moment Correlation, and the results were as follows: 1. The current situation of teaching integrating cultures of teachers in aboriginal highlighted schools was good, but it could be better. 2. As for teachers with different backgrounds in aboriginal highlighted schools, the results showed significant on some scales of the current situation of teaching integrating cultures. 3. The results showed high-intermediate level on the acceptance level toward teaching integrating cultures of teachers in aboriginal highlighted schools. 4. As for teachers with different backgrounds in aboriginal highlighted schools, the results showed significant on some scales of the acceptance level toward teaching integrating cultures. 5. The results showed significant positive correlation between the acceptance level toward teaching integrating cultures and personality traits of teachers in aboriginal highlighted schools. As for personality traits, the results showed modest to moderate positive correlation with the acceptance level toward teaching integrating cultures on the scale of Openness to experience, Conscientiousness, Extraversion and Agreeableness. And the results showed modest positive correlation with the acceptance level toward emotion on the scale of Neuroticism, and the rest of all had no significant correlation. According to the conclusions of the study, there are some suggestions to school teachers, education administration authorities and further studies.