A Comparative Study on the Perceptions of the Practice of Character Education between Administrative Staffs and Teachers in Tainan Elementary Schools

• Main Authors: Chun-mei Yu, 于春美
• Other Authors: Tzung-hsien Huang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/15306131592316411556

碩士 === 國立臺南大學 === 教育經營與管理研究所碩士班 === 99 === This study aims to investigate and compare the perceptions of the practice of character education between administrative staffs and teachers in Tainan elementary schools and to see if there are any differences. Questionnaire survey method was used in this study. The instrument was the self-edited “Questionnaire of the Perception of Character Education in Tainan Elementary School”. The study population was the elementary schools in Tainan City and the sample was 70 schools out of the whole schools. The subjects were administrative staffs and teachers in the 70 schools. 710 questionnaires were distributed and 662 questionnaires were recollected from 67 schools. The percentage of recollection was 93.2%. After elimination of 21 incomplete and inappropriate ones, the 641 valid questionnaires of the 662 questionnaires reached a high percent in the valid data collecting－96.8%. The collected data was then thoroughly analyzed with SPSS12.0 by descriptive statistics and Two-way ANOVA. Major results and conclusions drawn from this study are stated as follows: 1. In elementary schools of Tainan City, both administrative staffs and teachers show high ? ? perceptions of individual factors of character education content. This shows a high ? ? ? approval and high accordance. 2. In elementary schools of Tainan City, the administrative staffs show higher perception than ? teachers of the teaching method – “Teachers adopt benchmarking, inviting outstanding ? ? people to share with their successful experience, and the students can learn from them and ? become better.” 3. In elementary schools of Tainan City, the administrative staffs show higher perception than ? teachers of the following three barriers: (1) Character education isn’t put as a single ? ? subject and isn’t assigned fixed hours in Grade 1-9 Curriculum. And that affects the effect ? of the implementation of character education. (2) The school can’t build a suitable ? ? ? environment and develop a culture for the implementation of character education. (3) The ? parents can’t help teachers or can’t have good communication with the teachers when ? ? implementing character education. 4. In elementary schools of Tainan City, the administrative staffs show higher perception than ? teachers of the saying, “generally speaking, I feel satisfied with the effect of the ? ? ? implementation of character education in school.” 5. Generally speaking, in elementary schools of Tainan City, the administrative staffs and ? ? teachers show no significant difference in the perceptions of the 42 items from the content, ? the teaching method, the barriers, and the evaluation of implementation of character ? ? education. From the findings, some suggestions would be presented for educational administrative organizations, schools or further studies.