| Summary: | 碩士 === 玄奘大學 === 成人教育與人力發展學系碩士班 === 98 === Abstract
The main purpose of this study is to explore the motivation, barriers that six female teachers attending in-service training have and also their adaptive strategies to the barriers. In-depth interview are used in this study, and data collecting is assisted with document analysis. The findings of this study are as follows：
1. The motivations of female teachers’ in-service training
The intrinsic motivation of female teachers’ in-service training is to enrich oneself, and secondly, to broaden their experience and increase their interests in getting advanced knowledge. As for the extrinsic motivations of female teacher’s in-service training, the biggest incentive would be the actual job grade promotion and a raise in salary. Full support from their families, positive learning atmosphere among the peers and the encouraging learning environment are also factors to promote female teachers’ willingness to continue studies at graduate school
2. The hindrances to the female teachers’ in-service training
The insufficiency of abilities is the most important factor, which holds female teachers back from advanced studies, especially when referring to reading original texts. Lack of time and shortness of physical strength are also other obstacles to female teachers’ advanced studies. As for the environmental factors, the long distance to the school and the inconvenience of transportation somehow decrease the female teachers’ motivations in advanced studies. A married female teacher’s has more scruples about the family affairs than an unmarried female teacher does; a homeroom teacher or a teacher without administrative duties has fewer obstacles. Compared to the junior high school teachers, the elementary school teachers have less tedious or annoying things.
3. The responsive strategies of the female teachers’ in-service training in the face of barriers
Positively adjusting one’s own mindset, accepting the responsibility, and looking for the available resources around are the common adaptive strategies that the teachers would apply. Most of time, the teachers would face the problem with the positive attitude instead of negatively escaping from the barriers. These interviewed teachers are quite optimistic about the obstacles during in-service training and would make the best use of the responsive strategies.
Finally, this study also aims to individuals and families, schools, education institutions and the future studies, providing the suggestions for reference.
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