| Summary: | 碩士 === 國立臺東大學 === 社會科教育學系碩士班 === 101 === Abstract
This study examines the current motivations for primary school teachers in Kinmen County to participate in in-service education and how these motivations correlate to their teaching effectiveness. By comparing outcomes under different background variables, the conclusion of this study will provide a reference to encourage more teachers to be proactive participants of in-service education and therefore enhance their teaching effectiveness.
Both literature analysis and questionnaire survey were used in conducting this study. A theoretical framework is first constructed by analyzing journals and publications that investigated in this correlation, followed by designing a survey: “Study of correlations between motivations to participate in in-service education and teaching effectiveness for primary school teachers in Kinmen County”, as the measuring tool. Total of 230 primary school teachers in Kinmen County were randomly selected with the methodology of stratified sampling; 218 valid surveys were collected—a response rate of 94.8%. Data collected from this survey were then analyzed by using descriptive statistics, t-test, one-way analysis of variance, Scheffé’s post hoc method, Pearson’s product-moment correlation, and various statistical methods, and the following conclusions can be observed:
1. In the overall assessment of motivations—assigning the highest score to "professional development", followed by "subject interest", "desire for achievement", "influence by others", "social interaction", and with "escape / stimulation" ranking as the lowest—participants scored above average.
2. In the overall assessment of teaching effectiveness, measured by six distinct abilities: “providing a comfortable learning atmosphere”, valued as the most important trait; “classroom management”; “diversifying teaching methods”; “lesson planning and preparation”; “well-utilized teaching assessment tools”; and “student performance evaluation”, participants also scored above average.
3. Participants’ motivation varies with their educational background and the areas of in-service education they participated in.
4. Participants’ teaching effectiveness varies with age, years of experience, and the areas of in-service education they participated in.
5. Participants’ motivation positively correlates with their teaching effectiveness.
The result of this study can provide useful suggestions as references for education authorities, primary schools, teachers and future researchers alike.
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