| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 99 === The purpose of this study was to explore the correlative factors between teacher’s in-service education and professional growth, as well as the influencing factors over teacher’s in-service education and professional growth. Moreover, the research was analyzed the effects on teacher’s in-service education and professional growth, 47 papers was published in the 2000-2010 gathered to employ meta-analysis method. Statistical values were tested and analyzed by calculating each Meta quantitative values including Fail safe N, Heterogeneity Q test, Significant weighted average Zc value, True population effect size, 95% confidence interval, and explained variance.
According to analysis of research, the results were summerized as follows:
1.The effects of the correlation of teacher’s in-service
education and professional growth were significant
positive high level as a whole.
2.The cognitive dimension of the effects of the correlation
of teacher’s in-service education and professional
growth reached a noticeable high level and larger than
those of the affective and skilled dimensions.
3.The positive impact of research characteristics on the
effects of teacher’s in-service education and
professional growth, the impact of document
characteristics on the effects of teacher’s in-service
education and professional growth reached low to high
level and the impact of intervention characteristics on
the effects of teacher’s in-service education and
professional growth reached medium level.
4.The attitude and behavior of teacher toward in-service
education was affected by factors of personal marital
status, school culture, motivation or incentive, and the
expectancy of parent or society, and then affected the
effects of teacher’s professional growth.
5.The effects of teacher’s professional growth was
affected by the instructor, manners, contents, times, and
places of in-service educational program.
6.Personal active pleasure, career plan, in-service
educational experience, and professional beliefs of the
peer educators were also factors influencing the effects
of teacher’s in-service education and professional
growth.
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