| Summary: | 碩士 === 大葉大學 === 管理學院碩士在職專班 === 98 === The purpose of this study is to examine the relationship between the learning mo-tivation behind elementary school teachers’ further education and the enhancement of educational quality, covering: 1. a literature review and interviews that reveal teachers’ learning motivation, the factors that influence the quality of the educational system, and the aspects of evaluation. 2. the interactions between the learning motivation behind elementary school teachers pursuing the master’s degree and the educational setting, and 3. the analysis of how further education affects the educational quality.
In this qualitative study, five teachers who have completed graduate studies and awarded the master’s degree were interviewed on what prompted them to pursue further education, what they have gained during the studies, and the influences of their interac-tion with the teaching environment on the educational quality. The findings were then compiled to determine the relationship between the learning motivation behind elemen-tary school teachers’ further education and the enhancement of educational quality.
Based on the “grounded theory ” the findings of this study are as follows:
1. The teacher participates in the further education the academic motivation: The learn-ing motivation behind elementary school teachers pursuing further education is in-fluenced by both internal and external forces, and the primary reasons behind the re-spondents’ pursuit of the master’s degree include: (1) getting promoted with more pay, (2) self-achievement, (3) self-actualization, (4) establishing a higher status in the team, (5) being more competitive, (6) learning more and becoming a better teacher, and (7) group pressure.
2. Changes made possible by individual further education: The elementary school teachers’ individual enhancement by working towards the master’s degree includes four aspects: (1) improved individual skills, (2) improved people network and knowledge,(3). changed values, and (4) improved teacher behaviors.
3. Outcome due to the interaction between improved individual skills and the surround-ing: (1) sharing of teachers’ interactions, (2) schools’ overall improvement, (3) influ-ences on students’ learning, (4) and improved educational quality.
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