A Study on Elementary School Teachers Devoted to Teaching

• Main Authors: Yuh-Duan Chen, 陳毓端
• Other Authors: Chii-Ming Chen
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/66594333438704746161

碩士 === 臺中師範學院 === 國民教育研究所 === 90 === The purposes of this study were (1) to find out the definition and indicators of the teachers devoted to teaching, and (2) to investigate the factors which influence and shape teachers to be devoted to teaching. The methods used in this study are literature review, interview and participated observation. In this study, devoted to teaching is defined as an attitude toward teaching. It implies that teachers are healthy and energetic, have good relationship with their colleagues and their students, enjoy teaching and be strong enough to face any difficulties in front of them. Three aspects are considered to be the indicators, such as body and mind condition, interpersonal relationship, and work achievements. According to the indicators, twenty-five elementary school teachers were chosen from five schools of one rural area in the Central Taiwan, as subjects of this study. The main findings of this study were as follow. 1.All stages are important for the formation of teachers devoted to teaching. 2.Family is the most critical stage for the formation of teachers devoted to teaching. 3.Important other’s model behavior is the main factor for the formation of teachers devoted to teaching. 4.Obtaining achievements from teaching jobs is also an important factor for the formation of teachers devoted to teaching. 5.All the twenty-five teachers identify with their teaching jobs. And most of them think that the value of teaching is to facilitate students to grow and to learn. 6.Most of them support the multiple system of training teachers. But most of them criticize the current practices of educational reforms. Based on the results of this study, some suggestions were provided. Key words：teachers devoted to teaching, teaching commitment, teaching involvement, teaching burnout