A Study Of Elementary Teachers’ Community Participation And Resource Utilization In Taipei City: Sampling From Quality Schools

• Main Authors: Chen,Suchen, 陳素珍
• Other Authors: Wang, Wenlin
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/68227817042080690695

碩士 === 輔仁大學 === 教育領導與發展研究所 === 100 === This study aims to investigate the current status of and the correlation between teachers’ community participation and resource utilization. The study adopted the self-developed questionnaire survey. A total of 400 questionnaires were randomly distributed to the full-time teachers in Taipei Quality Elementary Schools, with 379 valid questionnaires collected and recycling rate of 94.75%. The quantitative data was analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The result showed that the teachers in Taipei Quality Elementary Schools varied on community participation categories, which were mostly work-related. Those who had low level of community participation tended to achieve intermediate-high level of resource utilization. Among background variables, gender and years of service were found to be significantly influential to both teachers’ community participation and resource utilization. The effect of religion was crucial only to teachers’ resource utilization, whereas the current position and the number of children were significant only on teachers’ resource utilization. Besides, a significantly positive correlation was found between teacher’s community participation and resource utilization. However, teachers’ community participation had low predictability on resource utilization. According to the findings, it is recommended that teachers shall increase the opportunity to participate in community services, adapt community resources into pedagogy, lead students to learn from the outside of the school, practice the spirit of all religions, and dedicate themselves to education. As to schools, they shall plan more relevant activities to increase the interaction between teachers and the community, and establish the concept of “school community”. As for communities, they shall build up the consensus partnership with the schools, and work with school teachers. In the end, the government and authorities shall offer more resourcesand actively encourage teachers to participate and to serve the community.