A Study of Current Implementation of the Basic Competence Test among Junior High and Elementary School Teachers in Kinmen

• Main Authors: Ya-Chi Chen, 陳雅琪
• Other Authors: Chen Bi-Shiang
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/63495654293842276105

碩士 === 國立臺北教育大學 === 教育行政碩士在職進修專班 === 98 === Abstract This study investigated the current implementation of the Basic Competence Test among junior high and elementary school teachers in Kinmen. The subjects were junior high and elementary school teachers in Kinmen, and the instrument was a self-developed “Questionnaire on current implementation of the Basic Competence Test among junior high and elementary school teachers in Kinmen”. The survey was administered to all the subjects. A total of 514 questionnaires were distributed, and 408 responses were collected. The response rate was 79%. Of these responses, 391 were valid, and 17 were invalid. The collected responses were later analyzed using frequency distribution, percentage, t-test, and one-way ANOVA to obtain the following findings: 1. Junior high and elementary school teachers in Kinmen gave intermediate ratings to “test quality”, “coping strategies”, “overall opinions”, and “difficulties” aspects of the Basic Competence Test. 2. Female teachers perceived more “difficulties” in the implementation of the Basic Competence Test than male teachers. 3. Principals had significantly different “overall opinions”, perceptions of “test quality”, and “applications and effectiveness” of the Basic Competence Test. 4. No significant difference in implementation of the Basic Competence Test existed among teachers with different education backgrounds or professional backgrounds. 5. Elementary school teachers perceived more “difficulties” in the implementation of the Basic Competence Test than junior high school teachers. 6. Teachers with duration of service between 5~10 years had significantly different “overall opinions”, “difficulties”, and “coping strategies”; teachers with duration of service over 21 years had significantly different “applications and effectiveness” of the Basic Competence Test. 7. Teachers in schools with 7~12 classes had significantly different “coping strategies” for the Basic Competence Test. 　　Based on the above findings, this study finally provided some suggestions to education authorities, schools, teachers, and future researchers.