A Study on the Career Development and Its Relevant Factors of Technical Skills Program Students in the Taipei City

• Main Author: 江仁燦
• Other Authors: 李基常
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/14512108208829498022

碩士 === 國立臺灣師範大學 === 工業教育研究所 === 92 === The purpose of this study was to investigate the career development plans of technical skills program students in the Taipei City area, and the effects of the individuals, their families, schools, environment, and background on the career development. The study would provide guidelines for those students in technical skills program. This study adopted methods of literature review, interview, and survey. The subjects study were Taipei City’s public and private vocational training schools, including both day classes and night classes. Surveys were distributed to 10 schools and 620 students. The research tool used was Career Development Scale. The number of return was 473, excluding the return of pilot survey. Average mean, standard deviation, t-test and one-way ANOVA were used for statistical analysis. The results were as follows: 1. Individuals background as a variable: Male students rated higher in “Career Perception” and “Career Planning” than female students. Third year student rated higher in “Career goal” than third year students, and higher in “Career Recognition” than first and second year students. 2. Family background as a variable: The social status of the family had no significant difference in the career development of the students. But the expectation of different parents had influence on students’ rating in “Career goal” and “Breadth of Thinking”. 3. School as a variable: Students of public schools rated higher in “Career Planning” and “Career Recognition” than private school students. Day school students rated higher in “Career Search” than night school students. Students in different programs rated differently in “Career goal” and “Career Planning”. 4. Environment as a variable: The location of residence had no significant difference in the career development of the students. Students with different working experiences rated differently in “Career Recognition”.