A study of the Policy Implement of Family Education in Elementary School: An Example of Taipei County

• Main Authors: CHENG YI-LUN, 鄭憶倫
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/96368644341239956678

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === A study of the Policy Implement of Family Education in Elementary School: An Example of Taipei County Abstract The purpose of this study was to investigate the policy implement of family education. Questionnaire survey was employed in this study. The population was the public elementary school teachers in Taipei County. 555 questionnaires were mailed and 499 copies were return, including 14 invalid ones. There were 485 valid copies, and the rate of return was 87.4%. The data was analyzed by descriptive statistics, factor analysis, reliability analysis, independent t-test, and one-way ANOVA. The major findings were: 1. The policy implement of family education in Taipei County perceived by teachers was moderately high. The policy was not completely put to effect. 2. The policy involvement of family education in Taipei County was moderately high. Some progresses were able to be made in daily teaching. 3. The policy content of family education perceived by teachers was very important, especially in parent education. 4. The policy apprehension of family education in Taipei County was high. The policy dissemination of family education was good. 5. The perception of the teachers who served over 21 years was higher than the teachers who served 6~10 years in apprehension and involvement of family education. 6. The perception of the teachers who were directors was higher than the teachers who were section directors, homeroom teachers, or subject teachers in apprehension and involvement of family education. 7. The perception of the teachers who served fewer than 24 classes was higher than the teachers who served in 25~48 classes, or more than 49 in the apprehension and involvement of family education. 8. The ability of the implement staff and the communication between staff and target group were the major factors which cause the policy involvement of family education. 9. The perception of the teachers who served under 5 years and 11~20 years was higher than the teachers who served 6~10 years in the apprehension of the key factors of policy implement of family education. 10. The perception of the teachers who were section directors was higher than the teachers who were subject teachers in the apprehension of the key factors of policy implement of family education 11. The perception of the teachers who served in fewer than 24 classes was higher than the teachers who served in more than 49 classes in the apprehension of the key factors of policy implement of family education. 12. The perception of the teachers who served in rural districts was higher than the teachers who served in urban districts in the apprehension of the key factors of policy implement of family education. 13. The unwillingness of the parents and the overload of the teachers was major difficulty in the implement of the family education in Taipei County. 14. The intensification of the policy dissemination of family education and the reduction of the teacher’s workload were major assistance for the policy involvement of family education in Taipei County. 15. The perception of the teachers who served under 5 years was higher than the teachers who served 6~10 years in the demand for assistance in the implement of the family education. 16. The perception of the teachers who were directors was higher than the teachers who were homeroom teachers in the demand for assistance in the implement of the family education. According to the results, suggestions for authorities of educational administration, elementary school and further study were proposed. Keywords: family education, educational policy, the key factors of policy implement