| Summary: | 碩士 === 康寧大學 === 休閒管理研究所 === 102 === This study aims to explore the relationship between leisure participation and teaching effectiveness of elementary school teachers in Chiayi County, and make a comparison between remote areas and general areas. A questionnaire survey was conducted, and the population was elementary school teachers in Chiayi County. A total of 472 questionnaires were retrieved from 58 schools (29 schools in remote areas and 29 schools in general areas). The data were analyzed by SPSS for descriptive statistics, chi-square, t test, ANOVA, project analysis, reliability, and related analyses. The findings are as follows:
In terms of background variable, the respondents in both areas are mostly female teachers of 31-40 years old, with 11-20 years of experience, work as the classroom teacher, with a graduate degree, and married with children. The differences between the respondents in these two areas are the school size and job position. In general areas, most of the schools are medium sized schools (70.0%), and most of the schools in remote areas are small schools with only six classes (73.8%). In terms of position, 20.5% of teachers are subject teachers in general areas, while 8.1% of teachers are subject teachers in remote areas.
The results showed that the frequency of leisure participation for teachers in general areas is slightly higher those in remote areas. In both areas, the most common type of leisure activity is “intellectual and art type”, followed by “social and recreational type” and “personal leisure type”. The least participated activity is “exercises and sports type”. Moreover, the common leisure activities for teachers are internet surfing, listening to music, watching TV, reading, advanced study activities, gathering with families or friends, and travel. The leisure activities are very similar to those preferred by teachers in remote areas.
The teaching effectiveness in both areas shows a medium to high level, indicating that the teachers have good teaching effectiveness. The item with the highest performance rating is “teacher-student interaction”, followed by “teaching strategy”, “teaching evaluation”, “class atmosphere”, and “teaching planning and preparation”. This suggests that teachers pay attention to the preparation of their teaching contents, initiatively care for and assist students, build a harmonious atmosphere between teachers and students, so that students can learn in a warm atmosphere. The analysis of teaching effectiveness in the two areas finds that except for the “teacher-student interaction”, which does not show significant difference, “teaching planning and preparation”, “teaching strategy”, “class atmosphere”, “teaching evaluation” and “teaching effectiveness” all show significant differences, where that in general areas is higher in remote areas.
In both areas, the leisure participation and the teaching effectiveness are highly and positively correlated. The relationship of the intellectual and area type activity and teaching effectiveness is slightly higher than others. The findings of this study can serve as a reference to related units, elementary school principals, and teachers.
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