| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 99 === This study investigated the associated between learning motivation and satisfaction of elementary school teachers on the Mathematics Advisory Group counseling . The specific objectives include examinating of elementary teachers’ learning motivation about mathematics advisory group counseling ,and understanding of elementary school teachers’ learning satisfaction about mathematics advisory group counseling. And to explore the relationship between learning motivation and satisfaction of elementary school teachers on the mathematics advisory group counseling ,and finally make proposals based on the results, as a reference for relevant units.
Keywords:learning motivation, learning satisfaction, Mathematics Advisory Group,teaching counseling.
This study used questionnaires, namely, 525 questionnaires were sent surveying. 498 valid questionnaires were returned 94.86%, SPSS 14.0 statistical analysis of descriptive, t test, one way ANOVA, Pearson related Analysis and regression analysis were used to analyze, from the result:
First, the descriptive statistical analysis, include:
1.Satisfying the learning motivation of elementary school teachers on the mathematics advisory group counseling achieves rate of seventy-five percent.
2.Identification degree about elementary school teachers of mathematics learning advisory group counseling to the overall satisfaction achieves rate of eighty one percent.
Second, the basic properties difference analysis between individual motivation and satisfaction, include:
1.There are significant differences between these teachers’ learning motivation about mathematics learning counseling group due to different genders, age, education, current position, school size.Others background variables on learning motivation were no significant difference.
2.There are significant differences between different ages of elementary teachers on use of teaching mathematics counseling group; different variables of present positions in administrative support ,counselors teaching ,the use of the course content and other dimensions; different variables on school size in administrative support, counselors teaching ,the use of learning environment, curriculum content, and dimensions .Other background variables on learning satisfaction were no significant difference.
Third, learning motivation and learning satisfaction between the correlation analysis:
1.Changhua County elementary school teachers’ motivation and satisfaction on the integrated activities counseling group of school service showed a significant positive correlation .
2.There are higher prediction of satisfaction on desire to learn the "administrative support"," counselor teaching ", "teaching application "," curriculum content "and"learning environment ".
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