A Study of the Relationship between the School Identification and Retention of the Rural Area Elementary School Teachers in Taichung, Changhua, and Nantou

• Main Authors: Hou,Po-Hua, 侯伯樺
• Other Authors: Kung,Hsin-Yi
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/waz3wj

碩士 === 國立彰化師範大學 === 教育研究所 === 106 === The purpose of study was to explore the relationship between the school identification and retention of 326 teachers at elementary schools in the rural area of Taichung, Changhua, and Nantou. Survey questionnaire has been utilized as the research method and descriptive statistics, independent t test, one-way ANOVA, Pearson’s product moment correlation and multiple regression analysis were applied to analyze the data. The major findings of this study were summarized as followings: first, the teachers at elementary schools in the rural area of Taichung, Changhua, and Nantou perceived a moderate level of school identification, and perceived a moderate level of retention. Second, in terms of the school identification, there were significant differences in gender, age, marital status, years of employment, administrative position, and birth place. Male teachers’ similarities of school identification were significant higher than female teachers. Teacher with age more than 51 years old had significant higher school identification than teachers with age younger than 50 years old. Married teachers’ school identification were significant higher than unmarried teachers. Teachers with teaching year of employment more than 11 years had significant higher school identification than teachers with teaching year of employment less than 11 years. Teachers with administrative position had significant higher school identification than subject teachers and homeroom teachers. Local resident teachers’ school identification were significant higher than non-resident teachers. Third, in terms of the retention, there were significant differences in age, marital status, city, years of employment, administrative position, and birth place. Teacher with age more than 51 years old had significant higher voluntary retention than teachers with age younger than 50 years old whereas teacher with age between 31 to 40 years old had significant higher involuntary retention than other age groups. Married teachers’ retention were significant higher than unmarried teachers. Teachers in Nantou county had significant higher retention than Changhua county and Taichung city. Teachers with teaching year of employment more than 11 years have significant higher voluntary retention than teachers with teaching year of employment less than 11 years whereas teachers with teaching year of employment less than 5 years have significant higher involuntary retention than teachers with teaching year of employment more than 6 years. Teachers with administrative position had significant higher school identification than subject teachers and homeroom teachers. Local resident teachers’ voluntary retention were significant higher than non-resident teachers whereas non-resident teachers’ involuntary retention were significant higher than local resident teachers. Fourth, there was a positive correlation between the school identification and voluntary retention whereas there was a negative correlation between the school identification and involuntary retention. Final, material status, different cities and school identification can significantly predict retention, and the school identification was the strongest predictor. The suggestions of the findings were made for educational authorities, rural area elementary schools, and future researchers.