| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 101 === For a Hakka language support teacher in an elementary school, they never receive the professional education degree; they only had 36 hours training courses. The Hakka-language-supported teacher will have to teach the native language lessons from grade 1 to 6, among all the native language lessons, the Hakka language and aboriginal languages were in a disadvantage situation, and not easy to teach as well. Hence, the research is focused on analyzing the problems and needs of professional growth of Hakka language teachers. The research method is based on using the questionnaire, the Hakka-language-supported teachers on the website of “the Control of Elementary School Teacher’s Human Resource and Budgeting System”. The population is registed Hakka support teachers. Out of passing 387 questionnaires, 239 questionnaires were retrieved, the retrieve percentage is 63%. Description statistics, t-test and one-way ANOVA were used to analyze the data. The results of this study were as following:
1. The Hakka language support teachers have slightly instructional Problems, in turn, are discipline expertise, teaching evaluations, teaching skills.
2. Significant differences existed in different teaching seniority and education educational degree on instruction problem of the Hakka language support teachers.
3. The Hakka language support teachers’ professional growth extent of the need is ranked as "medium needs".
4. The Hakka language support teachers'' professional growth ability of "discipline knowledge" as the highest needs, the second ability is "teaching skills" and the third ability is "teaching evaluations".
5. The Hakka language support teachers'' top two professional growth are the "collecting and reading books or websites related information" and "participate in learning activities related to teaching".
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