A Study of the Elementary School Teachers’ Teaching Beliefs, Behavior and Difficulties on Reading Instruction

• Main Authors: Hui-Ping Chang, 張惠萍
• Other Authors: 余坤煌 博士
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/58551239531676210829

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.