| Summary: | 碩士 === 國立嘉義大學 === 教育學系研究所 === 97 === The purposes of this study intended to understand the status of teachers’ teaching beliefs, behavior and difficulties on reading instruction, to explore the effects of teachers’ demographic variables on their reading teaching beliefs, behavior and difficulties, as well as their relationships.
This study questionnaire adapted by the author was used to collect data. In total, 456 teachers in public elementary school were involved in the survey. The collected data were analyzed by using independent-samples t -test, one-way analysis of variance, and pearson’s product-moment correlation.The conclusions of this study are as follows:
1. Teachers’ reading teaching beliefs tend to be
“progressive orientation”. The reading strategies using
and difficulties are higher than average level.
2. Teachers’ reading teaching beliefs are affected by
gender; difficulties are affected by gender and location
of school; behavior is not affected by demographic
variables.
3. There is a positive significant relationship between
teaching beliefs and behavior.
4. There is a positive significant relationship between
teaching behavior and difficulties.
At last, according to the results of this study, propose some suggestions for the reference of teachers, education administrations, and people interested in reading instruction.
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