| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 102 === This study attempted to explore the junior high teachers’ recognition towards the Test-Free Senior High School Admission Program in 12-year Basic Education System regarding satisfaction degree. The influence and explicability of background variables in relation to subjects’ response are analyzed and described. Survey Research Method was conducted in this research design. The population was the junior high teachers on regular staff for 102 school year in Taoyuan County. A total of 720 questionnaires were distributed to teacher respondents. There were 706 questionnaires returned, in which 679 questionnaires were valid. Both descriptive statistics (i.e. frequency distribution, percentage, mean and standard deviation) and inferential statistics (i.e. t-test, one-way ANOVA, Pearson product-moment correlation coefficient and multiple regression analysis) were used for data analysis. The result of this study revealed the following:
(1) An intermediate degree of satisfaction was found in respondents’ recognition towards the Test-Free Senior High School Admission Program 12-year Basic Education System.
(2) An intermediate degree of satisfaction was found in respondents’ recognition towards the Enrollment Excess rules applied to the students in Taoyuan County and Linechiang County;
(3)Some respondents’ background factors in this research were found statistically significant, i.e. female junior high teachers, teachers under the age of thirty, teachers holding concurrent posts as directors, workplaces located in County-controlled cities, and schools with 49 above classes.
(4) There’s a high positive correlation between respondents’ recognition and satisfaction degree towards the Test-Free Senior High School Admission Program.
(5) Respondents’ recognition showed high explicability towards the satisfaction degree. Finally, the conclusions of this research, taking into accounts the literature and research findings, proposed suggestions to administrative, schools and teachers respectively as well as threw some light on education innovation, school practice and future research.
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