| Summary: | 碩士 === 國立新竹師範學院 === 課程與教學碩士班 === 91 === The purpose of the study aims to know through Questionnaire Survey the opinion of elementary-school teacher with varied background to sex-role stereotype of student and attitude on actualizing gender equity education.
Teachers are from public schools in Taipei county. Tools used in this study is“A Questionnaire of Elementary-School Teacher to Sex-Role Stereotype of student and Actualize Attitude of Gender Equity Education ”made by the author. A total of 1208 questionnaires were sent out, and 1002 were responded, which shows 83% of returning rate. The conclusion are as follows：
1.Elementary-school teachers to sex-role stereotype of student that were not so strong
as expected, especially on aspect of toy and game.
2.Male teachers tended to be more sex-role stereotype of student than that of female
teachers.
3.Senior teachers tended to be more sex-role stereotype of student than that of junior
teachers.
4. Elementary-school teachers whom were graduate from teachers academy tended to
more sex-role stereotype of student than that of teachers whom were graduate from
lab, teachers university, teachers college and general university.
5.There was no significantly difference on sex-role stereotype of student for those
teachers with different position.
6. Those teachers with much taught experience tended to be more sex-role stereotype
of student than that of those teachers with little taught experience.
7.Those teachers whom work at downtown school tended to be more sex-role
stereotype of student than that of those teachers whom work at village school.
8.Married teachers tended to be more sex-role stereotype of student than that of
unmarried teachers.
9. There was no significantly difference on sex-role stereotype of student for those
teachers with different train of gender equity.
10. Elementary-school teachers to actualize attitude of gender equity education were
so active as expected on the entire or different aspects, and the extent of active
in different aspects namely: Learning environment in classroom, Reciprocation
of teacher with student and expectance of teacher to student, Curriculum and
teaching materials, Oneself awakening, and Participated in organization with training.
11. Female teachers tended to be more active than male teachers on actualize attitude
of gender equity education.
12.Teachers between 41∼50 years old were more active than that of under 30 years old on actualize attitude of gender equity education.
13.There was no significantly difference on actualize attitude of gender equity education for those teachers with different graduate.
14.There was no significantly difference on actualize attitude of gender equity education for those teachers with different position.
15.There was no significantly difference on actualize attitude of gender equity education for those teachers with different taught experience.
16. There was no significantly difference on actualize attitude of gender equity education for those teachers whom work in school with different area.
17. Married teachers tended to be more active than unmarried teachers on actualize attitude of gender equity education.
18.Teachers whom had train of gender equity tended to be more active than teachers whom had not train of gender equity on actualize attitude of gender equity education..
19.There was negative correlation on elementary-school teacher to sex-role stereotype of student and actualize attitude of gender equity education.
Based on the findings, this study makes suggestions for teacher, school, teacher education, educational administration, and the future study.
Key word：elementary school teacher, sex-role, sex-role stereotype, gender, gender equity, and gender equity education
|
|---|
