A Study on the Current State , Attitude Towards and Perceived Effectiveness of In-service Training Among High School Teachers

• Main Authors: Chang Ju-Po, 張如柏
• Other Authors: Hsun Kuo, Ph. D
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/31628713995936224612

碩士 === 國立彰化師範大學 === 教育研究所 === 91 === Abstract This study investigates (1) the current state of teachers’ in-service training, (2) teachers’ attitudes towards in-service training, (3) teachers’ perception of the effectiveness of in-service training. A self-designed questionnaire was administered to a sample of 714 teachers among 47 senior secondary schools at Taichung city, Taichung, Changhua, Nantou county in the central part of Taiwan. SPSS computer package was used to analyze the data. The results include the following three parts: Current state of in-service training (1) School-based workshops were the most common way of training;(2) Teachers tended to participate in training during the school days; (3) Teachers did not actively involve in in-service training; (4) Teachers research projects of their own; (5) The content of training was mainly focused on the development of curriculum and instructional materials; (6) Keynote speakers of the school-based workshops were education experts; (7) The workshops and on-site visits often took place at senior secondary schools; (8) The credit- or degree-oriented training were most frequently held at normal teachers colleges; (9) Teachers present the results of their research projects at academic conferences; (10) Teachers were inclined to attend training free of charge. Teachers’ attitudes towards in-service training: (1) Teachers thought that the most appropriate time for training is on weekends or vacation; (2) Teachers liked to learn how to develop curriculum and teaching materials; (3) Teachers thought that sources of keynote speakers of the school-based workshops were subject experts; (4) Teachers attend off-school training at regular universities; (5) Teachers on-site visits held at universities; (6) Teachers participating in degree-oriented training held in regular universities; (7) Teachers thought that the better ways to show their research products were publications; (8) Teachers thought that it was reasonable for them to pay part of the fees for training. Perception of effectiveness of in-service training: (1) Teachers perceived that on-site visits and credit- or degree-oriented courses was the most effective way of training; (2) There were significant differences in the ways of participating in training among teachers with different backgrounds in gender, seniority, rank, and type of school; (3) Teachers perceived that training helped them to upgrade their instructional competence more than their counseling and guidance skills or administrative ability; (4) There were significant differences in the effectiveness of participating in training among teachers with different backgrounds in gender, seniority, rank, and type of school. The implications of the study are as follows: For teachers: Teachers are advised to involve in training more actively and collaborate with their colleagues on research projects. For the government: the government is advised to increase the opportunity of in-service training for teachers; encourage teachers to collaborate with their colleagues on research projects; offer in-service training during weekends or vacations; reduce teaching loads so as to free more teachers to take part in training; reward teachers who actively participate in training; and provide training that is partially paid by teachers.