A Study on the In-Depth Perspectives of the Junior High School Teachers with High Self-Identity

• Main Authors: Chih-yen Chen, 陳智嬿
• Other Authors: Ming-chang Wu
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/21512914455913230101

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 96 === The purpose of this research was to analyze the characteristics of the in-depth perspectives held by the junior high school teachers with high self-identity, focusing on the beliefs and values for an understanding of those ideals embraced by the teachers in teaching. Qualitative research methods were adopted and observations and interviews were conducted to explore the in-depth perspectives of four junior high school teachers with high self-identity. Five conclusions were drawn as follows: 1.The junior high school teachers with high self-identity have personal traits of concern, service, optimism and initiative. 2.The junior high school teachers with high self-identity acquire great satisfaction in teaching. 3.The self-request of the junior high school teachers with high self-identity agrees with their ability, and the education enthusiasm also corresponds to the teacher’s role. 4.The junior high school teachers with high self-identity are grateful for the giving of the society, and are willing to devote themselves to teaching. 5.The junior high school teachers with high self-identity are full of hope toward the society and devote the cordiality positively. Finally, according to the results and conclusions, the researcher provides three suggestions: 1.Teachers are required to have suitable anticipation with their ability to balance the intrinsic feeling and represent the value in teaching career. 2.Teachers have to maintain and promote individual teaching enthusiasm. 3.Teachers need to regard for the career values and pay attention to the career development of each stage.