| Summary: | 碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === Abstract
The main purpose of this study was to investigate the current situation of the professional growth of elementary school English teachers in Chang-Hua County. The samples of this study were 82 elementary school English teachers in Chang- Hua County. The data were collected by means of questionnaire survey and interviews. Statistical methods of mean, standard deviation, t-test, and one-way ANOVA were used to analyze the raw data. The main results of this study were summarized as follows:
1. The professional growth of elementary school English teachers is above average.
2. The professional growth of elementary school English teachers is not significantly different among factors of the following: sex, age, educational background and school scope.
3. While the professional growth of elementary school English teachers with different elementary school English teaching seniorities is significantly different in act research, it has no significant differences on other perspectives.
4. While the professional growth of elementary school English teachers with different elementary school English teaching specialties is significantly different in career planning, it has no significant differences on other perspectives.
5. While the professional growth of elementary school English teachers with different ways of getting elementary school educational credit points is significantly different in communication, it has no significant differences on other perspectives.
6. While the professional growth of elementary school English teachers with different school assignments is significantly different in student counseling, it has no significant differences on other perspectives.
7. While the professional growth of elementary school English teachers with different school locations is significantly different among factors of teaching resource, student counselling and school management, it has no significant differences on other perspectives.
8. The pursuit of further education on both of the Master’s degree and courses of forty credit points influences the professional growth of elementary school English teachers.
9. Reading, teaching experiences sharing of teachers of specialties, e-learning and professional discussion in education aid the professional growth of elementary school English teachers.
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