| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 104 === The purpose of Progress in International Reading and Literacy Study ( PIRLS) is to help every country to understand the reading achievement of fourth graders, in order to promote teaching, make proper reading policies and reading curriculum. PIRLS reading literacy questions are different from traditional questions. It even not only emphasizes on students' reading comprehension, but also supports teachers to use high-level questioning teaching.
The purpose of this study was to explore the factors affecting elementary school Chinese teachers integrating PIRLS reading literacy questions into instruction and evaluation. This study was to improve teachers’ motivation to integrate PIRLS reading literacy questions into instruction and evaluation. The main research methods were questionnaire surveys and semi-structural interviews with 4 teachers.The participants are elementary school Chinese teachers. The research instrument was “Factors Affecting Chinese Teachers Integrated PIRLS Reading Literacy Questions into Instruction and Evaluation Scale.” A total sample of 334 teachers participated in this study. The data was analyzed by descriptive statistics, independent T-test, and One-way MANOVA.
The purpose of this study was to identify dimensions of teachers’ factors integrating PIRLS reading literacy questions into instruction and evaluation. Results of exploratory factory analysis support an 32-item scale comprising six factors: PIRLS Reading Literacy Promotion, Institutional Supports, Parental Support, Teacher Belief, Teachers' Self- Efficacy, and Innovative Teaching. Teachers exhibited the greatest weight in the dimension of Teacher Belief and lowest weight in the dimension of Parental Support. Results showed that no significant differences in school area, educational background, years of teaching service and teaching levels. Results showed that school size, gender, if taking reading training, if understanding about PIRLS, and if integrating PIRLS questions into Chinese course instruction and evaluation made significant differences.
Finally, researcher provided suggestions for the educational authorities, schools, teachers, and parents.
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