A Study on the Relationship Between Elementary School Teacher''''s Working Values and the Correlation with School－Affairs Pareicipation

• Main Authors: Chang, Yu-Yen, 張玉艷
• Other Authors: Shu , Hsu-Wei
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/40603087482756552207

碩士 === 國立屏東師範學院 === 國民教育研究所 === 91 === This study aims to explore the relationship between post-bachelor elementary school teachers’ working values and their participation in school affairs, through the investigation and analyses of teachers’ personal background, self-awareness of working values, and the correlation with school-affairs participation. The research methods adopted the literature review and questionnaire survey. According to the study purpose and research questions, the researcher designed the “Elementary School Teachers’ Working Values and School-Affairs Participation Questionnaire.” Among 33 counties in Pingtung city, there were 938 post-bachelor teachers from 175 elementary schools participating in this study. The valid subjects were 394. Collected data were analyzed by t - test, one-way ANOVA, and Pearson.s producd moment correlation test. The results show: 1. Post-bachelor elementary school teachers, with different length of working years and various job positions, had significant different working values. The senior teachers with directors or coor2. Post-bachelor elementary school teachers, with different gender and working places, did not have significant difference in working values. However, the male teachers had higher scores than the female teachers. Teachers who worked for more than 25 classes had higher average scores of working values than those who worked for the schools with the sizes of less than 6 classes, 7 to 12 classes,and 13 to 24 classes.dinators positions had higher scores. 3. Post-bachelor elementary school male teachers overall had significant better performance on school-affairs participation, especially in the aspects of job participation degree and school-community interaction, than the female teachers did. There was no significant different performance in the item of school-function emphasis or school-culture emphasis. However, the male teachers had higher scores than the female teachers. 4. Post-bachelor elementary school teachers, with different gender and job positions, performed significantly differently in overall school-affairs participation. The male teachers had more participation than the female teachers. The senior teachers, with longer length of working years, had higher degree of participating in school affairs. The teachers acting as directors or coordinators had higher degree of school-affairs participation than the course instructors, and than the class tutors. 5. Post-bachelor elementary school teachers, working for different sizes of schools and different length of working years, did not have significant different performance in school-affairs participation. However, overall the teachers working for the schools with the size of 7 to 12 classes had higher scores than others. , The tears for 6 to 10 working years had the lowest average scores。 6. The correlation among the post-bachelor elementary school teachers’ working values was positive. 7. The correlation among the post-bachelor elementary school teachers’ school-affairs participation was positive. 8. There was a significant positive correlation between post-bachelor elementary school teachers’ working values and school-affairs participation. 9. There was a significant positive correlation between post-bachelor elementary school teachers’ overall working values and school-affairs participation. Based on the literature review and study results, this study offers some recommendations and references for the educational institutes and elementary school administration. 1. For the educational institutes: a. Increase the school faculty members. b. Set up multiple accesses for advanced study. c. Restructure the school organization and holistically distribute the educational resources. d. Actually execute the principal-election system. 2. For the elementary school administration: a. Teachers take turns to participate in administration. b. Increase the administration positions beyond the system. c. Encourage the young post-bachelor teachers to have continuous education. d. Encourage teachers to participate off-campus contests to fulfill self-realization. e. Set up more “on-campus lobbies” for communication or information-exchange. f. Encourage post-bachelor elementary school teachers to write and edit school history.