| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 94 === ABSTRACT
The purpose of this study was to examine the influence of middle school teachers’ in-service further education (ISFE) towards their professional development. Theoretical framework of the study was built via extended literature review.
A questionnaire survey was conducted to collect data from the target subjects in Taichung County, Taiwan. A total of 702 questionnaires were randomly issued to stratified middle schools. There were 566 usable replies with a valid return rate of 80.63%. The statistical processes such as the means, standard deviation, t-test, and one-way ANOVA were applied to analyze the data.
The results are as follows:
1. The in-school seminars are the most popular way of ISFE for middle school teachers.
2. There exists significant difference regarding favorite means of ISFE for teachers with various backgrounds, such as work history and current positions.
3. There exists significant difference regarding professional development for teachers with various backgrounds, such as current positions and school sizes.
4. Teachers adopting degree-oriented further
education gain significant professional
development.
According to the results several suggestions were made for educational authorities, teachers, and prospective researchers.
Keywords: middle school teachers, in-service further education, professional development
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