| Summary: | 碩士 === 中國文化大學 === 生活應用科學研究所 === 90 === ABSTRACT
Because of social changes and the rapid growth of hospitality industry, it stimulates the development of hospitality education in Taiwan. Therefore, more and more colleges have foodservice/ hospitality management programs. The purposes of this study were: (1) to identify College foodservice/ hospitality management teachers’ “personal background”, ”teaching environment”, ”professional development”, and “teacher efficacy”; (2) to assess the differences on professional development and teacher efficacy concerning teachers’ personal background and teaching environment and (3) to investigate the relationship between ”professional growth”, and “teacher efficacy” of college foodservice/hospitality teachers. Seventy one college foodservice/ Hospitality management teachers participated in this census. Three instruments were used including “Teachers’ Personal Background”, “ Professional Development of College Foodservice/ Hospitality management teachers”, and “ Teacher Efficacy Scale for College Foodservice/ Hospitality management teachers”. SPSS 9.0 and Microsott Excel were used to analyze data. Frequency, percentage, mean, standard deviation, t-test, One-way ANOVA, Scheffe method, Pearson product-moment correlation linear regression, stepwise multiple regression, and content analysis were used in this study. The results are as follows:
1.In terms of “gender” of the college foodservice/ Hospitality management teachers, females were more than males; most teachers ranged from 36 to 40 years old; most teachers had a master’s degree and obtained their degree in foodservice/ Hospitality management overseas; 40% teachers had teaching experiences in foodservice/ Hospitality for 2-5 years; 50.70% teachers did not have teaching experiences in other areas; most teachers worked full time, and the teaching load for them was about 3 courses. Most teachers teached 10-12 hours every week and the “class size” was about 51-60 students.
2.The teachers’ ”professional development” was moderately high (M=3.91on five-point scale)
3.The teachers’ ”teacher efficacy” was between normal and good. (M=3.84on five-point scale)
4.In terms of teachers’ ”professional development”, there were no significant differences on gender, age, level of education, major area of study, tenure in college, teaching courses, teaching hours, and class size.
5.In terms of teachers’ “teacher efficacy ”, there were no significant differences on gender, age, level of education, major area of study, tenure in college, teaching assignment, rank, number of teaching courses, teaching hours, and class size.
6.There was a moderate positively correlation between teachers’ ”professional development” and ”teacher efficacy”. (r=.34,p<.01)
7.Suggestions that college foodservice/ hospitality management teachers provided for hospitality education in Taiwan were “the recruitment of teachers ” and “curriculum design”.
Recommendations for the college foodservice/ Hospitality management teachers, school administrators, education administrators, and further study were provided.
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