An Investigation of the Implementation of the Full-time Mentor Teacher Program

• Main Authors: Huang, Yueh-Hui, 黃月慧
• Other Authors: Ting, Yi-ku
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/4a824y

碩士 === 臺北市立大學 === 教育行政與評鑑研究所 === 105 === A Research on the Implementation of Full-time Mentor Teacher Program Abstract This study is intended to explore the viewpoints on the implementation of Full-time Mentor Teacher Program. Questionnaire survey technique was employed. The author prepared the “Questionnaire on the Implementation of Full-time Mentor Teacher Program” to examine the opinions expressed by the chiefs, supervisors and teacher-counselors employed by the elementary and junior high schools in Taipei City, New Taipei City and Keelung City who took part in the Teacher Professional Development Evaluation in 2016. 642 questionnaires were distributed and 507 valid samples were received from respondents. The data acquired from the questionnaires was analyzed using various statistical methods such as Means, Standard Deviations, Cross Tabulation, Chi-square test (χ2 test), Independent-Samples t Test and One way ANOVA. Conclusions are listed as follows: I. Viewpoints on the implementation of full-time mentor teacher program are summarized as follows: 1. The functions of full-time mentor teacher program: (1) Full-time mentor teacher program is designed to help teachers having problems in teaching. (2) Full-time mentor teacher program provides a number of services for teacher-tutees, such as “the resources and strategies pertinent to the teacher-tutees’ class management”, “helping teacher-tutees to familiarize themselves with school environment as soon as possible” and “helping the teacher-tutees to improve their class management ability.” (3) There are a number of benefits associated with the full-time mentor teacher program, such as “passing on the successful teaching experience to teacher-tutees”, “improving teacher-tutees’ teaching ability” and “helping teacher-tutees to improve their interpersonal communication and social skills.” 2. Human resource planning for the full-time mentor teacher program: (1) To the minimal extent, full-time mentor teachers have to be “teachers in service with the qualification of mentor teacher over the past 5 years.” (2) The training program for the full-time mentor teacher includes “diagnosis and assistance for the teachers having problems in teaching”, “analysis and improvement of students’ learning efficacy”, “theory of returns and practice of opening teaching” and “innovative curriculum design and creative teaching.” (3) Full-time mentor teachers’ duties include “counseling service for the teachers with teaching problems in this school and in other schools”, “planning the teaching-related affairs and assisting in empowerment-related affairs such as practical discussions”, “planning and promoting interschool counseling affairs”, “counseling service for interschool curriculum and instructional leadership” and “demonstrating open teaching ability in this school and in other schools.” 3. “Class reduction” serves as the major incentive for the full-time mentor teacher program. According to this program, teachers with outstanding performance are entitled to class reduction, same as the regular teachers employed by junior high school. 4. According to the assessment mechanism of full-time mentor teach program, teachers with outstanding performance are eligible for renewed employment. 5. There are several impasses associated with the full-time mentor teacher program, such as “short of time for counseling”, “multiple jobs with disproportionate pressure”, “teachers lacking internal motivations” and “inadequate incentives for teachers.” II. Testees with different backgrounds and different environmental variables expressed different viewpoints on the implementation of full-time mentor teacher program, to wit: 1. Testees with different job tenures, different service areas, different qualifications, and employed by different schools did not exhibit significant difference in the implementation of full-time mentor teacher program (functions, human resource planning, incentive system, assessment mechanism, and impasses). 2. Testees with different job titles expressed different viewpoints on the “human resource planning” of the full-time mentor teacher program. 3. Testees with different genders expressed different viewpoints on the “impasses” encountered by the full-time mentor teacher program. 4. Testees employed by different sizes of schools expressed different viewpoints on the “assessment mechanism” of the full-time mentor teacher program. Lastly, based on the research results, this study presented recommendations to the education administration authorities, elementary and junior high schools, elementary and junior high school teachers as well as subsequent researchers for their reference. Keywords: Full-time mentor teacher program, Teacher professional development, Elementary and junior high schools.