The Study on the Identification and the Stages of Concern for the Curriculum Reform of Twelve-Year Basic National Education for Junior High School Teachers in Tainan

• Main Authors: CHANG MEI YING, 張梅英
• Other Authors: Chuan-Hsing Wang
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/52346975789887741745

碩士 === 台灣首府大學 === 教育研究所 === 102 === The main purposes of this study were to examine the levels of consent and the stages of concern on “Twelve-Year Basic National Education” (TYCE) in junior high school teachers. The subjects were 468 junior high school teachers drawn from Tainan City. The “Consent Scale on Twelve-Year Compulsory Education” (CSTYCE) and the “Concern Stage Scale on Twelve-Year Compulsory Education” (CSSTYCE) were conducted. The main findings were as follows: 1. Junior high school teachers possessed an above average level of consent on all aspects of TYCE, including consent on the rationale, consent on the policies and consent on the projects of TYCE. 2. Junior high school teachers possessed an above average level of concern in all stages toward TYCE, including concern in awareness stage, concern in information acquiring stage, concern in personal involvement stage, concern in management stage, concern in outcome stage, concern in collaborative stage and concern in creative stage. 3. There were significant differences in CSTYCE scores among junior high school teachers of different background. 4. There were significant differences in CSSTYCE scores among junior high school teachers of different background. 5. There were significant positive correlations between CSTYCE scores and CSSTYCE scores in junior high school teachers