The Correlations between Primary School Teachers’ Instructional Supervision Mode and Their Professional Growth in Ping-Tong County

• Main Authors: SUNG, FEI-CHING, 宋妃荊
• Other Authors: WU, GEN-MING
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/09207884380482293724

碩士 === 國立屏東教育大學 === 教育視導與評鑑碩士學位學程 === 102 === This study is aimed at the correlations between primary school teachers’ instructional supervision mode and their professional growth in Ping-Tong County. It compared and investigated the perception of teachers of different backgrounds toward instructional supervision model, their professional growth discrepancies and the predictive capability of instructional supervision model in primary school teachers’ professional growth. This study chose public primary school teachers during the 101 school year as participants through stratified cluster random sampling. The self-edited questionnaire “Primary School Teachers’ Perception toward Instructional Supervision Mode” was used as the instrument for data collection. The questionnaires were distributed to 33 schools sampled in the study. Four hundred and ninety-four copies of the questionnaire were successfully received back. The data collected from respondents were analyzed by means of Mean, Standard Deviation, Independent samples T-test, Person’s Correlation Coeffieient, ANOVA analysis and Multiple Stepwise Regression. The major findings were as follows: 1. Teachers’ perception toward instructional supervision mode is responded positively in average in Ping-tong county. Peer supervision was highly appreciated. 2. The current situation of teachers’ professional growth in Ping-tong county is fine, the “Professional Attitude of Teachers” reached the highest score, followed by “Classroom Management and Counseling”, “Teaching Training” and “Teachers’ Professional Knowledge”. 3. Teachers who work concurrently as a director and used to participate in instructional supervision programs have higher perception toward instructional supervision than teachers who work concurrently as a section chief ,subject teachers ,and didn’t participate in the programs in Ping-Tung county. 4. Teachers who work concurrently as a director and used to participate in instructional supervision programs achieved higher professional growth than teachers working concurrently as a section chief ,subject teacher and didn’t participate in the programs in Ping-Tung county. 5. Teachers who work at schools in the city achieved higher lever of professional teaching attitude than those who work at schools outside the city and schools in remote areas. 6. Teachers who have a better level of perception toward instructional supervision mode also have higher professional growth. 7. The teachers’ instructional supervision mode has a high predictive capability on teachers’ professional growth; the most obvious effect was on peer supervision. According to these findings, some suggestions were proposed for educational authorities, schools, teachers and subsequent researchers for reference.