Study on the Cognition and Satisfaction of Hualien County Elementary School Teachers on Equality of Educational Opportunity Related Policies

• Main Authors: Sin-Huei Huang, 黃歆慧
• Other Authors: Huei-Ying Chi
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/47457114814997913586

碩士 === 國立東華大學 === 教育行政與管理學系 === 98 === Abstract This study explores the cognition and satisfaction of Hualien County elementary school teachers on equality of educational opportunity related policies. Questionnaire survey is employed for the study, and subjects of study comprise a body of Hualien County elementary school teachers selected through stratified random sampling. A total of 319 questionnaires are issued and collected, which contain 288 valid ones. After questionnaires are collected, t-test and one-way ANOVA are conducted by use of the SPSS for Windows 12.0 software. The following results are observed: 1.The overall cognition and satisfaction of Hualien County elementary school teachers on equality of educational opportunity related policies is good. For specific questions, it is observed that teachers’ understanding of the policies is the best, satisfaction of the policies is second, and awareness of the agreement between policies and equality of educational opportunity is third. 2.Regarding the understanding of equality of educational opportunity related policies, little difference is observed among elementary school teachers with different individual factors. 3.Regarding the satisfaction of the policies, it is observed that teachers’ educational background and students’ family background will affect teachers’ satisfaction of the policies. Specifically, the study shows that: 1) elementary school teachers with a master’s degree or above in non-education disciplines are more inclined to be satisfied with the policies than those with a bachelor’s degree; 2) teachers from classes with high percentage of single-parent students and/or aboriginal students are more inclined to be satisfied with the policies than those from classes with medium percentage of single-parent students and/or aboriginal students. 4.Regarding the agreement between policies and equality of educational opportunity, it is also observed that elementary school teachers with a master’s degree or above in non-education disciplines are more inclined to believe that policies can be consistent with the principle of equality of educational opportunity than those with a bachelor’s degree. Furthermore, teachers from classes with high percentage of single-parent students and/or aboriginal students are more inclined to believe that policies are consistent with the principle of equality of educational opportunity than those from classes with medium percentage of single-parent students and/or aboriginal students. Finally, based on the findings and conclusions of the study, specific recommendations are offered for the consideration of education administration authorities and elementary schools, and for the reference of future research.