台北縣中小學教師自我導向學習傾向與教學效能關係之研究

A Research of the self-directed Learning Tendency and Teaching effectiveness among Middle and Elementary School Teachers in Taipei County

黃玉茹(Yu-Ju Huang)

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/碩士(2005年)

摘要

無資料

關鍵字

自我導向學習傾向 ； 教學效能

並列摘要

A Research of the self-directed Learning Tendency and Teaching effectiveness among Middle and Elementary School Teachers in Taipei County

Advisor: Professor Cheng-feng Ke
Researcher: Ju-ru Huang

Abstract

The study emphasizes on discussion the actual situation in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, and to analyze the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers. Research objectives include understanding the present state in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, analyzing the related factors of influencing the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, discussing the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, and then based on results, presenting suggestions to educational administration organizations, schools, middle and elementary school teachers and succeeding researchers for references.
For achieving the above objectives, the research designs “questionnaires of the self-directed learning tendency and teaching effectiveness for middle and elementary school teachers” by theoretical basis in discussing related literatures. Using mail questionnaire survey, the research selects middle and elementary school teachers in Taipei County by layer random sampling. Totals are 800 questionnaires distributed, 712 feedback and 712 valid questionnaires. The effective sample feedback rate is 89%. After statistics analysis, there are five concluded results as followings:
1. Middle and elementary school teachers have a very high self-directed learning tendency. Teachers show best in “learning motivation”, followed by “self cognition” and lack of “independent learning”.

2. The overall teaching effectiveness is good among middle and elementary school teachers. The “teaching skills and strategies” shows the best, followed by “teaching self-effectiveness belief”, and “student’s learning performance evaluation” needed to be strengthened.
3. Middle and elementary school teachers in different ages, teaching years, job functions and school locations have significant differences of the self-directed learning tendency.
4. Middle and elementary school teachers in different ages, teaching years and job functions have significant differences of the teaching effectiveness.
5. There is a significant positive correlation between the self-directed learning tendency and teaching effectiveness in middle and elementary school teachers. The higher self-directed learning tendency is, the higher teaching effectiveness will be.
The research proposes following suggestions based on conclusions above:
1. Suggestions to educational administration organizations
(1) Plan correlated and advanced study activities of specialized knowledge needed in teaching.
(2) Develop advance study channels and establish professional resource websites.
(3) Enhance the administrative coordination and incentive system, and establish a teacher learning and counseling consultation center.
(4) Shorten the urban and rural disparity as well as subsidy educational and cultural disadvantage areas.
2. Suggestions to schools
(1) Establish study resources and environments in an open and democratic way.
(2) Encourage to form a study team, and hold teaching workshops and study groups periodically.
(3) Encourage teachers to use web resources for advancing study and hold correlated web resources workshops.
(4) Enhance administration in coordination with teaching opinions, and build an open atmosphere in school study organizations.

3. Suggestions to middle and elementary school teachers
(1) Foster teachers’ self-directed learning abilities by advanced researches as well as active and positive learning.
(2) Carry out the lifelong study as well as active and enriched teaching knowledge to promote specialized teaching abilities.
(3) Utilize resources of administrative organizations and schools to expand teachers’ professional performances.
(4) Display teachers’ higher teaching effectiveness by accepting experiences, supporting less advanced, and benefiting from teaching and learning.
4. Suggestions to succeeding researchers
Propose referable research suggestions to succeeding researchers by research objects, variances and tools separately.

Key words: self-directed learning tendency, teaching effectiveness

並列關鍵字

self-directed learning tendency ； teaching effectiveness

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