| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 104 === The study aimed to investigate the teaching troubles with differentiated instruction and the corresponding coping strategies by analyzing teachers’ different background variables. A questionnaire survey was conducted through random sampling.
The samples were the electrical and electronic cluster teachers at vocational high schools in Taiwan. A total of 344 questionnaires were distributed, and 304 valid questionnaires were retrieved with a valid return rate of 88%. The data were collected and analyzed with descriptive statistics, t-test, one-way ANOVA, Scheffé's posteriori comparisons, and Person product-moment correlation.
Based on the research purposes, the major findings of this study were summarized as follows:
1. Concerning the perceived level of the teaching troubles for the electrical
and electronic cluster teachers at vocational high schools, the “teaching resources” dimension reached the highest, and the “solution-seeking” dimension of the coping strategies reached the most agreement.
2. In terms of different background variables for the electrical and electron
ic cluster teachers at vocational high schools, the teachers with years of
service from 6 to 10, the teachers instructing more lecture courses than
internship ones, and the teachers in central Taiwan experienced higher
level of teaching troubles with differentiated instruction.
3. Concerning different background variables of the electrical and electronic cluster teachers at vocational high schools, the teachers in young adulthood, novice teachers, full-time teachers, the teachers with administrative duties, and those who participated in workshops about differentiated instruction reached more agreement on the dimensions of the coping
strategies.
4. The teaching troubles with differentiated instruction were highly related to the coping strategies for the electrical and electronic cluster teachers at vocational high schools.
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