| Summary: | 碩士 === 國立台北師範學院 === 教育政策與管理研究所 === 92 === The study of "The Pilot Plan of An Integrated Assistance System for Instruction, Discipline and Guidance：Taipei Elementary School Teachers'' identification of the core theory and qualification of the performance".
Abstract
The purposes of this study are to explore the core theory identification and qualification of the performance of the pilot plan of an Integrated assistance system for instruction, discipline and guidance,analyses the unlikeness from identification of the core theory and qualification of the performance based on the different background varieties in the elementary school teachers, and understand the relationship between the core theory identification and qualification of the performance from 2002 executing the project in Taipei City.
This study launched a survey and the total meaningful samples are 694, which including all the qualified teachers drawn from 140 Taipei public elementary schools. The survey tool is “the Pilot Plan of An Integrated Assistance System for Instruction, Discipline and Guidance Questionnaire”.Findings of this study are as follows：
1. Teachers have highly identification toward the project.
2. Overall,teachers get the lowest score on the dimention of “How to improve the efficiency on the school teaching system”.
3. The elder teachers have higher core theory identification than the younger ones.
4. The teachers who also carry administration have higher core theory identification than those without.
5. The teachers with more experience have higher core theory identification than that with less experience.
6. The teachers with higher participation toward the project have higher core theory identification than those with lower participation.
7. The result shows the medium level accomplishment on the project.
8. Overall, the teachers get the lowest score on the dimen of “ good operation and integration
on the resource of the community and institution”.
9. The elder teachers are more positive toward the project than the younger ones.
10. The teachers who also carry administration are more positive toward the project than those without.
11. The teachers with more experience are more positive toward the project than those without.
12. The teachers from small scale schools are more affirmative toward the project .
13. There is a significant positive reliance between core theory identification and result matching identification.
14. The higher core theory identification that teachers have, the more positive toward
the accomplishment of project.
15. Toward the accomplishment of project ,the more positive the teachers are, the higher core theory will be identified.
Finally, we hope all the research results can provide the reference on practical and administrative study for all the educational administration, school administrative leaders, and school teachers.
Key words: the new system of school guidance; an integrated assistance system
for instruction, discipline and guidance; Taipei elementary school ; guidance.
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