The Correlation between Junior High Math Teachers’ Belief and Their Behavior towards Grades 1-9 Math Curricula

• Main Authors: Je-Hon Liu, 劉志宏
• Other Authors: John c-f Chuang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/97172657549644539807

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 95 === ABSTRACT The aims of the research were firstly to investigate the correlation between junior hing math teachers’ belief and the behavior towards Grades 1-9 math Curricula, and secondly to examine the extent of the teachers’ teaching behavior based on their beliefs. Questionnaires were used in the research based on Su’s “The questionnaire of the instructional situation of Math teachers in junior high schools”. The objects are selected via Stratified Random Sampling among the teachers who teach in the four areas, including Taichang City, Taichang County, Changhua County, and Yunlin County. The valid return rate was 84.4% with 539 questionnaires sent out and 473 completed. The data are analyzed by SPSS. The findings are as follows: 1.The teacher belief of Math teachers in junior high school tends to be progressively oriented in all aspects, but the potency of each aspect varied. 2.The teachers greatly have different teaching beliefs according to their personal background, including their level of education, the teaching exerience, the seminar hours on Grades 1-9 Curricula, and also the seminar hours on Math. 3.The teaching behavior of Math teachers in junior high schools tends to be progressive in all aspects, but the strengths of every aspect varied. 4.The teachers in junior high school may change their teaching behavior due to their individual background variables including their qualification for teaching, their level of education and seminar hours on Grades 1-9 curricula. 5.The teachers in junior high school have different teaching behaviors due to their school variables including school size, and ways of class assignment. 6.There was a positive correlation between the teacher belief and the teaching behavior in Math subject in Grades 1-9 curricula for math teachers in junior high schools. 7.The teacher belief and teaching behavior for teachers in junior high schools tend to be progressive. The strengths of these aspects varied. 8.The overall teacher belief revealed more progressive orientation than the overall teaching behavior in Grades 1-9 curricula for Math teachers in junior high schools. 9.The teacher belief in all aspects could predict the teaching behavior, but the implementation of teaching belief could only be put into behavior by half. Finally, the researcher hopes to provide the relative references for the national education authorities, the school administrators, teachers, and the future research.