A Correlational Study of Pingtung County Elementary School Teachers' Recreational Sports Participation, Work Pressure, and Teaching Effectiveness.

• Main Authors: Kuo Ting Hao, 郭丁豪
• Other Authors: Ma Shang Min
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/66216697444888821821

碩士 === 國立屏東科技大學 === 休閒運動保健系所 === 100 === The purposes of this study were to investigate the recreational sports participation, to explore the relationship between recreational sports participation, work pressure and teaching effectiveness of elementary school teachers in Pingtung, and to predict teaching effectiveness with teachers’ backgrounds and work pressure. A questionnaire survey was administered. The participants were the teachers of elementary schools in Pingtung. 515 copies were randomly sent out, 476 returned, while 458 were valid. The return rate was 88.9%. Using SPSS for Windows 17.0, the data was analyzed with descriptive statistics, independence sample t-test, one-way ANOVA, Pearson product-moment correlation and multiple stepwise regression. The study reaches the following conclusions: 1.60% of the respondents participated in recreational sports regularly,55.5% spent 0-1 hours each time, 41.5% participated 2-3 times every week. 2.Elementary school teachers who work under moderately degree pressure feel the most “inherent conflict”. 3.Elementary school teachers with highly teaching effectiveness in teaching get the opposite effectiveness in “teaching plans”. 4.On the matter of work pressure to teachers who have different background variables, three background variables reach the grade of obvious: sex, age, and marriage. 5.On the matter of teaching effectiveness to teachers who have different background variables, three background variables reach the grade of obvious: marriage, working period, and position. 6.Elementary School Teachers’ work pressure is not related to the teaching effectiveness, and only shows a little positive or negative relationships. 7.The “professional capability” factor from three work pressure factors and the “positions” of backgrounds would significantly predict teaching effectiveness for elementary school teachers.