A Study on Teachers’ Attitude of Nine-year Compulsory Curriculum of the Gifted Education in the Elementary Schools

• Main Authors: Lin-Shin Lai, 賴霖歆
• Other Authors: 張勝成
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/88973940871793840613

碩士 === 國立彰化師範大學 === 特殊教育研究所 === 92 === A Study on Teachers’ Attitude of Nine-year Compulsory Curriculum of the Gifted Education in the Elementary Schools Lin-Shin Lai Abstract This study aimed to investigate the teachers’ attitude toward Nine-year Compulsory Curriculum of the Gifted education in the elementary schools. A questionnaire survey was conducted by selecting the qualified teachers of gifted education on general gifted, liberal arts, music, fine arts and dance in Taiwan. A questionnaire designed by the researcher and titled as “The elementary-gifted-education teacher’s attitude toward Nine-year Compulsory Curriculum” was sent to the samples by mail. A total of 374 samplings were involved, and the number of effective questionnaire was 323 copies. T-test, Pearson product-moment correlation, ANOVA and multiple regression were used to analyze the data in this study. The main finding of this study were summarized as follows: 1. In general, the attitude of elementary-gifted-education teacher toward Nine-year Compulsory Curriculum was enthusiastic and positive. 2. Significant correlation was found among attitude whole scale, sub-scale of cognition, affection and tendency of behavior. 3. The female teachers hold more positive attitude toward Nine-year Compulsory Curriculum than the male teachers in cognition. 4. Different ages of teachers exhibited great differences in tendency. 5. Different types of teachers exhibit great differences in whole attitude, liberal arts teachers have higher whole attitude than these who were music, fine arts and dance teachers. 6. Teachers with 11 to 15-year teaching experiences have higher tendency than below 5-year. 7. There was no differences in whole attitude, cognition, affection and tendency among teachers with different educational background. 8. Teachers with different professional backgrounds exhibited great differences in whole attitude, the teachers who major in special education had higher whole attitude than those who without special education credits. 9. There was no differences in whole attitude, cognition, affection and tendency among teachers with different administrative positions. 10. There is no differences in whole attitude, cognition, affection and tendency among teachers in different school location. 11. There is no differences in whole attitude, cognition, affection and tendency among teachers in different types of classes. 12. Teachers who teach with Self-written materials have higher whole attitude than those who with textbooks. 13. There is no differences in whole attitude, cognition, affection and tendency among teachers in schools of different size. 14. Teachers with long-term workshop participation experiences are significantly higher than teachers with short-term workshop participation experiences toward whole attitude. 15. The predictors of cognotion include the workshop participation experiences, gited education class and sex. The predictors of affection include designing teaching material, workshop participation experiences and school size. The predictors of tendency are teaching experiences, school size, professional background and educational background. Suggestions for education and further research were given based on the research findings. Key words: teachers of gifted education, Nine-year Compulsory Curriculum