A Study of the Relationship between Teacher Instructional Problems and Professional Growth Needs for Teaching in Vocational High School

• Main Authors: Lan, Yu-Sheng, 藍玉昇
• Other Authors: 曾淑惠
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/t8pdph

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 101 === The purpose of this study was to investigate the cognition degree of instructional problems and professional growth needs of vocational high school teachers. It compared the diverseness of the teachers among different background variables. Analysis revealed the relationship between teacher instructional problems and professional growth of vocational high school teachers. Vocational high school teachers who participated in the teacher’s professional development evaluation were the objects of this study. The questionnaire of “A Study of the Relationship between Teacher Instructional Problems and Professional Growth Needs for Teaching in Vocational High School” was developed as an instrument for vocational high school teachers. A total of 1,300 questionnaires were distributed. The usable returned questionnaires were 1,066 and got 82% of return rate. Descriptive statistics, single sampling t-test, independent t-test, one-way ANOVA, Scheffé posteriori comparison, and canonical correlation were used to analyze the data. The important findings were as follows: 1.The overall instructional problems of vocational high school teachers are not high, among which the classroom management aspect is relatively high. 2.Vocational high school teachers whose current job position is the "homeroom teacher" has a higher teaching disturbance than general teachers and teachers who serve the administrative positions. 3.Vocational high school teachers who work in the northern and central part of Taiwan have a relatively higher teaching disturbance than those in the southern part of Taiwan. 4.Professional growth needs of vocational high school teachers appear higher, in which the "professional dedication and attitude" aspect is higher. 5.Vocational high school teachers whose teaching experience is less than six years require a larger amount of overall professional growth than those whose teaching experience is between ten to fifteen and fifteen to twenty years. 6.Vocational high school teachers who work in the eastern part of Taiwan require a larger amount of overall professional growth than those who work in the northern and southern part of Taiwan. 7.There was a significant positive correlation between the teacher instructional problems and professional growth needs of vocational high school teachers.