Investigation & Study of Reality of Implementation of Teaching, Discipline and Consultation (3 in 1) Experiment Program

• Main Authors: Yeh, Yung-Jing, 葉允進
• Other Authors: 方德隆
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/23886295282394660259

碩士 === 國立高雄師範大學 === 教育學系 === 92 === THESIS TITLE: Investigation & Study of Reality of Implementation of Teaching, Discipline and Consultation (3 in 1) Experiment Program Abstract The main purpose of the Research is to investigate the reality of implementation of Teaching, Discipline and Consultation (3-in-1) Experiment Program of 91st School Year in Kaohsiung County. The research work started with collecting the implementation plan for the “3-in-1 Program”, related law and regulation, publication, thesis and related research for study and analysis. It was then followed with research framework, compilation of questionnaire, trial and statistical analysis. The above were then based to develop the tool of this research “Teaching, Discipline and Consultation (3 in 1) Experiment Program” Implementation Reality Investigation Questionnaire. The questionnaire was then mailed to the handling persons in the schools of Kaohsiung County. Total 149 sets were sent out with 135 returned. The recovery rate is 91%. After receiving the responded questionnaire, data analysis was done with statistical method like Average, Standard Difference, Percentage, Mono-Factor Variation Analysis, Pearson Product-Difference Correlation. The research classified Kaohsiung County in various stratums, based on geographical location, urban — rural difference and background information of person-in-charges and principals to find out the difference in effectiveness of implementing the “3-in-1 Program” in different schools. A overall conclusion was made from the questionnaire result and publication analysis, and the results of the questionnaire investigation as well as telephone interviews were based to induce the benefit and difficulty in the implementation. I.Overall conclusion of the Research 1.The supporting attitude of principal has key effect in the effectiveness of the implementation of the “3-in-1 Program”. 2.The most favorable beneficiary is the teachers and students of the implementation of “3-in-1 Program” 3.Teachers are the most important persons in helping the implementation of the Program. 4.The implementation of the Program adds workload to the teachers. 5.The implementation of the Program led to improved communication between the offices in the school. 6.The implementation of the Program needs full support from parents. 7.There is no significant difference in the implementation of the Program. II.Difficulty in implementation of “3-in-1 Program” 1.Difficult of ensuring the adjustment of administration organization and staffing 2.Education Administration Agencies failed to integrate the service activities of the school, as well as the deployment of manpower and under-budgeting. 1)Education Administration Agencies shall first integrate the assessment, seminar and sessions to avoid the interference between schools and affecting the effectiveness of the implementation of the Program. 2)In the staffing of elementary school teacher is 1.5 persons which makes the teaching hours at the high side and dedicated administrative manpower is 1 to 2 persons and is apparently insufficient. These forced the teacher to shoulder up the administrative work, that they have to busy at both end of teaching and administration. This makes the implementation of the program increase the burden of teachers. 3)The operation of school administration is still in localism which become the resistance to the implementation of the Program. 4)Prior to the amendment enactment the adjustment of school administrative organization and staffing could not move forward. 5)Insufficient budgeting limited the effectiveness of the implementation of the Program. III.Suggestions for Education Administration Agencies 1.Education Administration Agencies shall push for all directional integration to exploit the administration effectiveness 2.Adding the elementary school teacher staffing and add dedicate administrative staff 3.Move for amendment of law and regulation to enable the administrative organization to deploy flexibly 4.Make better budgeting to enable the implementation of the Program 5.Employing dedicated administrative personnel for specialized jobs 6.The implementation of programs shall consider the difference between urban and rural, size of the schools. 7.School shall be given with ample resources and autonomy in personnel arrangement. IV.Suggestions to the School 1.Re-engineering and reorganization are the only way to cope with the fast changing society. 2.Transforming the thinking of school management to incorporate the resources of the society to assist the education services of the school 3.Principal shall take initiative in the activities hold by various office of the school and offer sufficient support 4.Establishing System of Rotating Transfer to allow the members of the school to experience various jobs. 5.The Administrative Supporting Teaching concept shall be ensured and care shall be given to the needs of teachers. 6.Actively helping the professional growth of teachers to build quality education environment 7.Strengthening the team functions of different fields to allow teachers to incorporate consultation into teaching. 8.Encouraging teachers to take administrative jobs to increase the training and experience of the teachers 9.Teacher is a occupation and teachers shall be regarded without different status.