A Study on the Relationship between the Professional Growth and Teaching Effectiveness of the Teachers in Elementary Schools in Chang-Hua County

• Main Authors: Chen Wen-Fu, 陳文富
• Other Authors: 張淑芳
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/47370932087846637550

碩士 === 國立臺中教育大學 === 教育學系 === 97 === The purpose of this study was to examine the current situation of the professional growth and teaching effectiveness of the teachers in elementary schools in Chang-Hua County, and to analyze the relationship of the two. Furthermore, suggestions were drawn from the study as a reference for educational administrative institutions, elementary schools, teachers, and further researchers. The information for this research was collected through literature analysis, questionnaires, and semi-structured interviews. The objects of the questionnaires were mainly from elementary schools in Chang-Hua County. The research tool was “questionnaire of professional growth and teaching effectiveness of teachers in elementary schools in Chang-Hua County”. A total of 668 teachers had responded the questionnaires. Of them, 567 valid copies, approximately 84.8%, were collected. The analyses of the data were in accordance with Average, Standard Deviation, t-test, One-Way ANOVA, Pearson Product-Moment Correlation. The results of the study were as follows: 1. The professional growth of the elementary school teachers was better than average. Classroom management knowledge was the best among the dimensions of professional growth investigated. 2. The professional growth of teachers in elementary school was varied with the following teachers’ backgrounds: position, years of experiences as a teacher, school size and school location. 3. The teaching effectiveness of the elementary school teachers was above average. It had been shown that teaching results and evaluation was the best among the dimensions of teaching effectiveness investigated. 4. The teaching effectiveness of teachers in elementary school was varied with the following teachers’ backgrounds: position, years of experiences as a teacher, level of education, school size and school location. 5. There was a significantly positive correlation between teachers’ professional growth and teaching effectiveness. The following suggestions are drawn from the above conclusions： 1. Suggestions to educational administration organizations： Well plan on the activities needed to improve teaching and balance the development of schools both in urban and in rural areas. 2. Suggestions to schools： Set up a platform for teachers to learn from each other and establish a mechanism to get the administration teachers job- rotated . 3. Suggestions to elementary school teachers： Value the teachers’ professional growth and participate the“Teacher Professional Development Evaluation”to improve teaching effectiveness. 4. Suggestions to succeeding researchers： Provide some suggestions for future study as a reference in the respects of the study’s subjects, the variables and research tools. Key words: elementary school teachers, teachers’ professional growth, teaching effectiveness