| Summary: | 碩士 === 國立臺南大學 === 教管所課程與教學澎湖碩士班 === 91 === The main purpose of this study is to understand the current condition and correlation of the differences in the consciousness of their own roles and teaching outcomes resulting from junior high school teachers’ self-concept, teaching belief and teaching effectiveness through questionnaires concerning junior high school teachers’ self-concept, teaching belief and teaching effectiveness. Furthermore, this study will propose suggestions according to the conclusions in the hope of helping junior high school teachers to enhance their teaching effectiveness and adjust their own roles; it can be used as a reference of the teachers’ personal adjustment of teaching strategies to achieve effective teaching.
The objectives listed above, this study adopts the methods of literature review and questionnaires. First, related international and domestic theories are collected to understand the true meaning of teachers’ self-concept, teaching belief, and teaching effectiveness, which is used as the study’s basic structure. The subjects were teachers currently teaching in junior high schools in Penghu County and an overall investigation was conducted. 262 teachers were taken as samples and 254 copies of the questionnaire were retrieved. The rate of questionnaire retrieval reached 95.80%, and all of them were valid. The research method is “Teachers’ Self-Concept, Teaching Belief and Teaching Effectiveness Questionnaire,” which includes three types: self-concept, teaching belief and teaching effectiveness. The following methods: factor analysis, t-test, one-way ANOVA, Pearson’s product-moment correlation, canonical correlation, multiple stepwise regression analysis, etc. are adopted in the analysis of statistics.
The following conclusions are made:
1. As far as the diverse background variables in Penghu County at present are concerned, the self-concept, teaching belief, and teaching effectiveness of junior high school teachers show the tendency of clear progression.
2. Teachers with diverse background variables demonstrate differences on self-concept, teaching belief, and teaching effectiveness.
3. The association between self-concept and teaching belief of the high score group is stronger than that of the low score group.
4. There is remarkable connection between junior high school teachers’ per factor and overall conditions regarding “teachers’ self-concept” and “teaching effectiveness.”
5. The reciprocal effect of self-concept and teaching belief of teachers in junior high schools is clearly associated with the promotion of teaching effectiveness.
6. Self-concept and teaching belief of teachers in junior high schools have typical correlation with teaching effectiveness.
7. The background variables, self-concept, and teaching belief of teachers in junior high schools can be used to effectively predict the implementation and promotion of teaching effectiveness.
According to the conclusions, the following suggestions are made:
1. Suggestions for educational administrational organizations:
(1) Educational reforms should have common consensus and regulate teachers’ self-concept and teaching belief to form educational goals.
(2) The educational resources of remote islands should be planned as a whole.
(3) The practice of “Education Priority Areas” should give priority to students’ learning.
(4) Appropriate improvement should be made regarding the advanced study channels and communication of teachers on remote islands.
(5) Appropriate subdivision should be given to the acquisition of teaching materials.
2. Suggestions for teachers’ training organizations:
(1) Pay attention to educational reforms and fulfill professional background education of teachers’ training.
(2) Manage the good quality of teachers’ training to ensure their teaching belief is appropriate.
(3) Work on both educational interning and practicing teaching and promote teaching effectiveness.
(4) Appropriately select students from remote areas to be cultivated into good teachers who can serve in their hometown.
3. Suggestions for local government educational organizations:
(1) Adjust and balance teachers’ distribution in the city and country.
(2) Strive for the recommended openings of teachers from normal universities to ensure the teaching quality in remote islands.
(3) Raise funds to broaden the channels of teachers’ advanced study and improve teaching effectiveness.
(4) Educational funds are used for specific educational purposes in order to improve teaching facilities.
4. Suggestions for educational administration in school:
(1) Communicate new educational information, and integrate and supply teaching resources.
(2) Improve teaching environment in school and improve teachers’ teaching quality.
(3) Hold knowledge seminars for new teachers to carry out the inheritance of teaching experience.
(4) Operate a sound school system and set up supportive teaching network.
(5) Alter teachers’ mental modes, form learning organizations and set up teaching teams.
5. Suggestions for teachers themselves in junior high schools:
(1) Understand the hidden self-concept and teaching belief through the cooperation between parents and teachers.
(2) Introspect oneself constantly and correct self-concept and teaching belief.
(3) Keep good interpersonal relationships and promote personal teaching effectiveness through colleagues’ supervision.
(4) Obtain positive self-concept and teaching belief and enhance personal teaching effectiveness.
(5) Attempt more further study to form good professional image.
6. Suggestions for future research:
(1) Research methods
(2) Research subjects
(3) Research variables
(4) Research content
Reviews are made according to the four aspects above as reference to improve future research.
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