| Summary: | 碩士 === 國立嘉義大學 === 國民教育研究所 === 91 === The purpose of the study is to investigate the professional growth needs for the elementary school teachers and to compare the different needs of their individual background variations.
According to the literature reviews, teachers’ professional growth needs include five categories：curriculum and teaching, classroom management, interpersonal rela-
tionships and communion, students guidance, and research ability. The study uses a questionnaire designed with the five categories to collect data. 812 questionnaires are send to the elementary school teachers through stratified sampling in Tainan County, and 734 return effective ones are analyzed through the statistics like t-test, one-way ANOVA. The conclusions are as below：
1、The total average of the professional growth needs for the elementary school teachers is 4.2108, and the one of five categories is between 4.0305 to 4.3491.
2、In the first category “curriculum and teaching”, the most emergent need is to utilize a wide range of teaching instruments and instruction media to escalate the teaching effects.
3、In the second category “ classroom management “, the most emergent need is to build harmonious classroom atmosphere.
4、In the third category “ interpersonal relationships and communion”, the most emergent need is to learn how to communicate with parents and reduce the conflicts.
5、In the fourth category “ students guidance”, the most emergent need is to help students know and accept themselves, which is beneficial to their health .
6、In the fifth category “ research ability”, the most emergent need is to be sensitive of the teaching problems, and to find the solutions.
7、Professional growth needs for the elementary school teachers, besides gender and school location, will make significant differences with their individual background variations.
Key words：elementary school teachers；professional growth needs
|
|---|
