Research into Primary School Teachers’ Attitude Towards Life Education and the Implementation of Life Education

• Main Authors: Hsieh Wen-Tsung, 謝文綜
• Other Authors: Lo Juei-Yu
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/97473894604456384224

碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === The purpose of this research was to inquire into primary school teachers’ attitude towards life education and their view on the implementation of life education. To achieve this purpose, the author first delved into literature, theories and related research. Then in conformity with the finding, the author wrote “Questionnaire on Primary Teachers’ Attitude Towards Life Education and the Implementation of Life Education” to be used as the research tool, and selected through stratified random sampling 434 certified teachers as the subjects. These teachers were selected from schools in Kaohsiung County, Kaohsiung City, and Pingtung County. Percentage, chi-square test, independent sample t-test, one-way analysis of variance, Pearson product moment correlation, and typical correlation were statistical methods that were used. The finding includes nine main points that follow: 1.Life education is prevalently implemented among primary schools. With respect to life education, primary school teachers use diverse teaching methods and materials and implement it at proper situations. However, they feel worried about inadequate reference and teaching materials. 2.The percentage of female teachers that think they implement life education is larger than that of male teachers that think they do the same. Teaching methods used by female teachers are more diversified, and female teachers are more capable of implementing life education at opportune situations. 3.Primary school teachers with better education have more positive attitudes towards life education, and the teaching methods and materials they use are more diverse. 4.Primary school teachers that graduated from teachers colleges have more positive attitudes towards life education and are more capable of implementing life education at opportune situations. 5.The percentage of homeroom teachers that think they implement life education is larger than that of subject teachers that think they do the same. The teaching methods used by homeroom teachers are more diverse, and these teachers are more capable of implementing life education at opportune situations. 6.With respect to life education, the teaching methods and materials used by Christian teachers are more diverse than those used by teachers believing in another religion. The situations in which Christian teachers implement life education are also more diverse. 7.Urban-township difference is an important factor that influences the implementation of life education. In comparison, the percentage of urban teachers that think both the school and individual teachers implement life education is the highest among the groups. The teaching methods and materials used by urban teachers are more diverse, and they implement life education in more extensive situations. 8.Female teachers are more perceptive to “death education” than their male counterparts, and urban teachers are more perceptive in this respect than their counterparts in township or remote areas. Urban teachers hold more positive attitudes than their township counterparts towards “issues on life education.” Moreover, on the essence and basic ideas of life education, there exists a significant difference as a result of teachers’ religious belief. 9.There exists a significant difference between primary school teachers’ perception of the importance of life education and their perception of their self-conscious actions. Finally, in the wake of the finding, the author proposed suggestions to educational administration offices, primary school administration, primary school teachers, mass media, society, and families, and brought up suggestions for future research.