Elementary Educational Social Field Teachers’ Research and Analysis Comparing Between Values in Work and Innovations in Teaching.

• Main Authors: Yi-Ling Hsun, 薛依齡
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/08696490087833506177

碩士 === 國立屏東教育大學 === 社會發展學系 === 97 === Elementary Educational Social Field Teachers’ Research and Analysis Comparing Between Values in Work and Innovations in Teaching. Abstract This research was to comprehend, in Kaohsiung city and county and Pingtung county, the status quo in, the elementary education social field teachers’ values in work and innovative teaching and to analyze the relationship between them. This paper used original data questionnaires as tool focusing on six hundred and seventy elementary educational social field teachers who was serving in Kaohsiung country and county and PingTung County. The paper manipulated averages, standard deviation, T-test, ANOVA, Pearson product-moment correlation coefficient and multiple stepwise regression to analyze the data in order to obtain the result and accordingly proposed a conclusion and concrete suggestions as references for administrators in education, elementary school teachers and prospective investigators. Abstracts are listed as followings. 1. Elementary education social field teachers own energetic values of work. 2. Elementary education social field teachers display the best in teaching concepts of innovative teaching. 3. Female social field teachers perform better than male teachers in interpersonal interaction of values in work and in teaching concepts and teaching strategies of innovative teaching. 4. Social field teachers who, moreover, are occupied a head exhibit better than home room teachers in organizing safety of values in work and the level of overall innovative teachings. 5. Senior social field teachers represent better than juniors in self-achievement and organizing safety in values of work and the teaching strategies in innovative teaching. 6. Social field teachers serving in the schools owning 13 to 36 classes still have the room to improve in organizing safety and interpersonal interaction of values in work. 7. Social field teachers serving in the schools owning over 37 classes unroll practically a high level in innovative teaching than those in the school owning 13 to 36 classes. 8. If Social field teachers’ values in work were positive, their level of innovative teaching practices was higher. 9. Social field teachers’ values in work can effectively forecast the level of innovative teaching practices.