A Study of Elementary School Teachers'' Attitudes and the Factors Which Influence Their Attitudes toward Post-bachlor In-service Education

• Main Authors: Wu, Mei-Li, 吳美麗
• Other Authors: Yeh Chung-Ta
• Format: Others
• Language: zh-TW
• Published: 1997
• Online Access: http://ndltd.ncl.edu.tw/handle/38738648976857371701

碩士 === 國立新竹師範學院 === 國民教育研究所 === 85 === ABSTRACT The purpose of this study was to explore elementary school teachers'' (1) wishes, motives, needs toward post-bachelor in-service education, (2) opinions to the methodology of recruiting students into graduate schools and in-service study classes, (3) opinions to the curriculum structures of graduate schools and in-service study classes, and the factors which may influence them. Both literature review and questionnaire survey were major methodology used in this study. In addition, interviews were conducted to collect qualitative data. The instrument, "The Attitudes of Elementary School Teachers toward Participating in Graduate school In-service Education Curricula Questionnaire" was designed by the researcher. The subjects of the questionnaire were the elementary school teachers in Tao- Yuan, Hsin-Chu, Miao-Li areas. The subjects were sampled with stratified random sampling and quota sampling. Among the 808 distributed questionnaires, valid questionnaires were 716 copies which made up 88.6% of the total samples. The researcher also interviewed with 25 elementary school teachers. Those teachers included 10 current master students of graduate school in Teachers'' Colleges, 10 students of in-service study classes, and 5 teachers who were willing to participate in post-bachelor in- service education. Data were analyzed through Frequency Distribution, Percentage, Chi-square Test, t-Test and One-Way ANOVA. Then, the interview data was used to support the findings of quantitative data. The conclusions were summarized as follows: 1. Most elementary school teachers had positive attitudes toward participating in post-bachelor in-service education. Their wishes of participating in in-service study classes were greater than in master classes. The main reason made part of teachers unwilling to participate in in-service education was "the contents do not match their actual teaching needs". 2. The main purpose for teachers to participate in in- service education was to "increase the knowledge of special fields and teaching skills". 3. The graduate schools that teachers most wished to be established were artistic education and computer education. 4. After participating in post-bachelor in-service education, teachers hoped rise their rank and increase the salaries. 5. Teachers would like the entrance examination of graduate schools to be conducted independently by each teacher''s college. However, they suggested the in-service study classes to adopt the joint entrance examination. 6. Teachers agreed that Chinese and English scores must reach certain standard and the score of professional subjects to be weighted in the entrance examination of master classes. 7. Teachers suggested that the examination of in-service study classes do not include English, reduce the weight of years of serving and adopt same point counting method to different positions. 8. The program content most interesting to teachers was problem solving abilities within educational situation. 9. For both master classes and in-service study classes, the learning style most acceptable to teachers was "teachers and students discussing together"; the program characteristic most interesting to teachers was "equally emphasizing theory and practice". Besides, teachers suggested required courses should be more than 8 credit hours. 10. Teachers suggested that the curriculum design for in-service study classes should be different from master classes. Furthermore, they suggested that in-service study classes do not need to write theses before they graduate. Based on research results, this study proposes suggestions respectively to educational authorities, teachers'' colleges, elementary school administrative personnel, elementary school teachers and the future study.