探討國小教師參與碩士在職進修之學習動機與專業成長情形

• Main Authors: Yi-Ping Huang, 黃憶萍
• Other Authors: Chin-Huang Lin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/12336398043854240981

碩士 === 中華大學 === 科技管理學系碩士班 === 98 === Teachers devoted themselves into teaching up to 20 to 30 years. When they face the explosion of information and the impact of education, the limited knowledge and skills they learned from educational institutions are not able to provide enough knowledge and skills in their whole teaching career life. So the only way for elementary school teachers to cope with the impact of various educational reforms is to study continuously and improve teaching skills. Not only can they meet the fast and changing trends of information, but they can also use their teaching profession to improve teaching quality and performance. This study focuses on the learning motivations, considerations of choosing graduate school and the professional development of the elementary school teachers involved in the in-service education to get master degree. The main purpose is to understand the differences of these three variables including learning motivation, considerations of choosing graduate school and the professional development of the elementary school teachers of different backgrounds involved in the in-service education to get master degree. This study uses the questionnaires as the instrument to collect empirical data. The survey respondents include official elementary school teachers with master degree teaching in Taichung and Changhua. There are 250 teachers selected, and 230 valid questionnaires are returned with the survey response rate up to 92%.The research instrument, the questionnaires, is titled “Questionnaire on the Learning Motivations and Professional Development of the Elementary School Teachers Involved in the In-service Education to Get Master Degree.” By way of the implementation, collation, and analysis of the questionnaires, the data is analyzed by SPSS statistical software, using statistical methods such as descriptive statistical analysis, T test, and one way ANOVA. The study found that elementary school teachers are in the medium high level of overall learning motivation; the strongest factor is to seek knowledge as interest and the weakest factor is to escape or to stimulate. They are also in the medium level of overall considerations of choosing graduate school; the strongest factor is learning and the weakest factor is strategy. They are also in the medium high level of overall professional growth; the strongest factor is to learn advanced educational knowledge and the weakest factor is to learn administrative ability. Elementary teachers of different gender, different location of teaching, different identity, different graduate school, different in-service education department, different in-service education ways are much different in the learning motivation dimensions on statistics such as learning desire, career progression, self-development, social relations and external expectations. Elementary teachers of different gender, different age, different location of teaching, different identity, different graduate school, different in-service education department, different in-service education ways are much different in the dimensions on statistics such as professional knowledge and skills, administrative ability and learning advanced educational knowledge.