| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士在職專班 === 105 === The purpose of this study is to figure out the teacher professional development support system to novice teachers of public primary school from 2014 to 2016.
A questionnaire survey was utilized in this study ,which was a researcher-made scale of teacher professional development support system to novice teachers of primary school. A total of 850 questionnaires were issued and 835 valid questionnaires were collected. 98.23% of valid questionnaires were collected. The data were analyzed by descriptive statistics, independent sample t test, single factor analysis, multiple regression analysis. Based on the findings, the conclusions are as follows:
First, the novice teachers take a high-intermediate supporting attitude to the revision of the "Directions Regarding Ministry of Education Subsidize The Implementation For Teachers’ Professional Development Evaluation " .
Second, the novice teachers vary in the result from revision of "Directions Regarding Ministry of Education Subsidize The Implementation For Teachers’ Professional Development Evaluation " among gender, age, participation in teachers’ professional development evaluation, understanding of teachers’ professional development supporting system.
Third, the novice teachers vary in the result from the supporting way of teachers’ professional development among gender, age, education, jobs, school size, whether to participate in teaching and evaluation, participation in teachers’ professional development evaluation, understanding of teachers’ professional development supporting system.
Finally, as a result to the research, for the authorities concerned of Ministry of Education are supposed to establish and improve the teachers’ professional development supporting system, emphasizing the teachers’ professional development, not for teachers’ performance review, trying to enhance the teaching professional qualities, the establishment of teachers’ professional leadership system. To the teachers ,they are recommended to enrich their own knowledge about the open teaching, make a proper plan for professional development, participate in the preparation of teaching community in multiply. In the future study , the teachers’ professional development supporting system should extend in different educational stage and to increase qualitative interviews and other research data.
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