| Summary: | 碩士 === 國立彰化師範大學 === 資賦優異研究所 === 99 === Abstract
This study is aimed to investigate the interpersonal communication and resources integration on the current situation of teachers for elementary gifted. Participants were 342 elementary teachers. A self-designed questionnaire of "Elementary School Teachers’ Interpersonal Communication and Resource Integration Questionnaire" is delivered to the participants to gather related data. Data is analyzed by applying descriptive statistics, t-test, one-way ANOVA and Pearson product-moment correlation coefficient. Findings of this study are as follows:
1.
The overall level of interpersonal communication for the elementary teachers is good. “Communication motivation” is the highest, and the lowest is “communicative knowledge.”
2.
The overall level of resources integration for the elementary teachers is good. “Integration of material resources” is the highest, and the lowest is “integration of financial resources.”
3.
Gifted class teachers are significantly better than ordinary class teachers in “integration of material resources.”
4.
Both northern and middle region teachers are significantly better than the southern region teachers in “communication motives.”
5.
Married, elderly and senior gifted teachers perform better in the overall financial and integration of resource.
6.
Most of the interpersonal communication and integration of resources for elementary gifted class teachers are in moderate related degree. The overall interpersonal communication and the overall integration of resources are highly related. Motives of communication and the integration of financial resources are in low related.
Based on the findings, recommendations were provided for the
teachers, educators, and further researchers.
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