Study of the Effects of Elementary SchoolAboriginal Teachers' Ethnic Identity on Multicultural Teaching Belief in Taitung County

• Main Authors: Tsai,Mei chuan, 蔡美娟
• Other Authors: Jeng,Cheng chang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/77098322342991013942

碩士 === 國立臺東大學 === 教育學系(所) === 100 === The purpose of this study was to explore the current status of elementary school aboriginal teachers' ethnic identity andteachers’ multicultural teaching belief in Taitung County. It also explores the differences of teachers’ethnic identity and multicultural teaching belief from different background variables. The references relationships between teachers and government departmentscould be based on the correlations applied to teachers’ethnic identity and multicultural teaching belief. In order to understand the intention of teachers' ethnic identity and multicultural teaching belief for being the basic structure, Questionnaire was adopted in this study.The first step was to studyrelative theoriesand make an analysis. Questionnaire was designed for Elementary school aboriginal teachers in Taitung. The research tool was “Questionnaire of elementary aboriginal teachers’ethnic identity and multicultural teaching belief”, includingthree parts: background information, teachers’ ethnic identity and multicultural teaching belief. Factor analysis, t-test, one-way ANOVA, Pearson’s correlation, multiple regression analysis and other methods were applied to the study.The following results have been concluded. 1. The current status of elementary school aboriginal teachers' ethnic identity and teachers’ multicultural teaching belief in Taitung County is at middle-high degree. 2. There is a significant difference in the sense of ethnic identity among different gender, ethnic structure,teaching experience,residentialethnic structure, and multicultural course experiences within teachers' background variables. 3. There is a significant difference in the multicultural teaching beliefamong different ethnic structure,residentialethnic structure, and multicultural course experiences within teachers' background variables. 4. In Taitung County, elementary school aboriginal teachers' ethnic identity and multicultural teaching belief. 5. There is a significantly positive correlationin elementary aboriginal teachers’ ethnic identity and multicultural teaching belief inTaitung County. 6. Elementary aboriginal teachers’ ethnic identityin Taitung County can predict the performance of multicultural teaching belief effectively. Finally, some concrete suggestions according to the results of the study were stated. The suggestions can be provided foreducational authorities, aboriginal authorities, elementary schools, elementary school teachers, and academic researchers.