A Study on Cognition of Pension Reform and its Teaching Efficacy for Teachers in Skills-based Senior High Schools － An Example of Yun-Chia-Nan Area

• Main Authors: Chou,Ming-Feng, 周明鋒
• Other Authors: Liao, Chin-Wen
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/5a93ac

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 107 === The study aimed to investigate the differences of teacher’s cognition of pension reform and teacher self-efficacy under different background variables in Skills-based Senior High School. The method in this study was a questionnaire survey. The population was teachers in national Skills-based Senior High Schools in Yunlin, Chiayi, and Tainan areas. A questionnaire survey was conducted through stratified random sampling. 550 questionnaires were distributed, and 495 valid questionnaires were retrieved. The valid return rate was 93.8%. The data collected was analyzed by using the statistical methods including descriptive statistics, one-way ANOVA, Pearson product-moment correlation, and Scheffé’s posteriori comparisons. According to purposes of the study, the findings were as follows: 1.Teachers in Skills-based Senior High School had highest degree of positive feeling and understanding about cognition of pension reform in “vision of pension policy”. 2.Teachers in Skills-based Senior High School were most active in “instructional strategies” of teacher self-efficacy. 3.Teachers with healthy physical status teaching less than 10 years and under in Skills-based Senior High School had the highest (positive/ negative) feeling about cognitive of pension reform. 4.Teachers with healthy physical status teaching less than 10 years and under in Skills-based Senior High School, and not being the main backbone of family economy were more positive in teacher self-efficacy . 5.There were significant correlations between the cognition of pension reform and the teacher self-efficacy in Skills-based Senior High School.