| Summary: | 碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所 === 96 === This research paper aims to discuss the present situation of how the professional images of Taipei’s elementary school teachers are recognized and practiced. The study was conducted with the use of questionnaires. The questionnaire was designed according to the following categories: the goal of the research, questions to be answered, and references found. Analysis was conducted after having distributed the questionnaires among the Taipei’s elementary school teachers.
A total of 603 questionnaires were distributed. Of those, 550 valid copies were returned. The methods that were employed to analyze the questionnaire copies include 1) the statistics of description, 2) t-Test, 3) one-way ANOVA, 4) two-way ANOVA.
The research has shown the following conclusions:
1.Taipei’s elementary school teachers show a high understanding of the meaning of professional images. They are also aware that professional knowledge, codes and service are the roots to raise the teachers’ image.
2.There is still room for progress in the practice of a professional image. Especially the participation in professional organizations, the planning of professional growth, and the strengthening of professional skills should be improved as far as the establishment of a professional image for Taipei’s elementary school teachers is concerned.
3.Teachers under the age of 30 show a weaker understanding of the professional image than their older peers.
4.Teachers who have taught fewer than 5 years show a weaker understanding of the professional image than those who have taught 21 years or longer. Looking at the overall performance of the teachers, the longer a teacher teaches, the better his/her performance is.
5.The homeroom teachers at Taipei’s elementary schools have a stronger concept of teachers’ professional autonomy than the high-level school administrators (such as deans). They also have a clearer concept about what a professional organization means than the lower-level school administrators (such as section chiefs). This evidence shows that homeroom teachers should possess the ability of autonomous decision-making and the presence of a teachers’ organization to support the establishment of teachers’ professional images.
6.Evidence shows that teachers at schools consisting of 13-24 classes have a better understanding of all aspects of the concept of professional image. The bigger the school size, the weaker the understanding.
7.Concerning the understanding of the teacher organizations’ functioning, members of the teacher organizations show better understanding than non-members. However, there is no big difference in the understanding of other aspects, such as the cognition of professional images and the overall professional performance.
8.The age of the teacher can influence the overall cognition and practice of the teachers’ professional image. Other background variables (such as gender, highest academic degree, total years of teaching, teaching tasks, school size, participation in teachers’ organization or not) do not have influence on the overall cognition of the teachers’ professional image.
9.Some aspects of the cognition of professional images will interact with the teachers’ background variables and influence that specific aspect of the teachers’ professional practice.
As a conclusion, following suggestions are offered according to this research:
1.Teachers should bear in mind that it is every teacher’s responsibility to help establish a professional image, to constantly improve their personal knowledge, and to develop a positive environment for interaction with colleagues.
2.The school should establish a structure which encourages continuous learning and a mentoring system to train new teachers. The school should also keep all channels of communication open, and foster an environment of mutual trust.
3.The teachers’ organization should actively create its professional thinking and establish a professional image. The organization should also help raise the teachers’ professional attitude so they can show more professionalism.
4.The educational administration should establish a sound teacher-training program, plan for a suitable school size and continue to deepen the teachers’ professional development.
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