台北市公立國民中學行政主管推動技藝教育學程態度之研究

Abstract

中文摘要 本研究旨在探討台北市公立國民中學行政主管推動技藝教育學程態度，與不同個人屬性變項（性別、婚姻、年齡、學歷、專業背景、擔任職務）及不同學校背景屬性變項（任教年資、學校班級總數、辦理方式）的國民中學行政主管推動技藝教育學程態度的差異。採用問卷調查法，以台北市公立國民中學行政主管為普查對象，共計發出問卷456份，回收有效問卷301份，回收率為67.76%。統計方法則使用次數分配、百分比、平均數、標準差、獨立樣本t考驗、單因子變異數分析及Scheffe’法進行事後比較等方法加以分析及進行考驗。 壹、本研究發現態度構面由高至低依序是：認知（最高達3.3322）、實踐（3.2175）、理念（最低為3.1882），仍有改善空間。 貳、就背景變項而言：一、女性行政主管其對推動技藝教育學程態度整體而言同意程度優於男性行政主管。二、婚姻狀況變項在對推動技藝教育學程態度整體而言皆無顯著差異存在。三、不同的「年齡」對「推動技藝教育學程態度」有顯著差異存在；對推動技藝教育學程態度分構面之「認知層面、理念層面」有顯著差異存在；對「實踐層面」無顯著差異存在。四、不同的「學歷」對「推動技藝教育學程態度」有顯著差異存在；對推動技藝教育學程態度分構面之「認知層面、實踐層面」無顯著差異存在；對「理念層面」有顯著差異存在。五、在「年齡」變項中，其中為「36~40歲」對「推動技藝教育學程態度」之整體而言，明顯優於「51歲以上」者之行政主管。且「41~45歲」對「推動技藝教育學程態度」之整體而言，亦明顯優於「51歲以上」者之行政主管。六、在「學歷」變項中，其中為「研究所畢業」對「推動技藝教育學程態度」之整體而言，明顯優於「專科學校畢業」者之行政主管。根據上述發現本研究指出四項結論與四項建議。

Abstract

The purpose of this study is to research the attitude of chief administrators of public middle high schools in Taipei to drive the craftsmanship education curriculum. Also researched is the difference in attitudes among these chief administrators of public middle high schools in Taipei having different personal attribute variables (sex, marriage, age, educational background, specialty background, post) and different school background attribute variables (seniority, total number of classes, ways to conduct). A survey was conducted against the chief administrators of public middle high schools in Taipei. A total of 456 copies of the survey were distributed, 301 copies were recovered with a recover rate of 67.76%. Statistic analysis methods including frequency distribution, percentage, average number, standard deviation, independent sample t-test, single factor variant analysis and Scheffe’ method for post comparison etc. were used for analysis and test.

1. Current research revealed the attitude structure is, from high to low, cognition (highest 3.3322), practice (3.2175), philosophy (lowest 3.1882), there is still room for improvement. 2. According to background variables: a. Female chief administrators, as a whole, were superior in attitude to their male counterparts in the level of agreement to drive the craftsmanship education curriculum. b. Marriage status variable caused no significant difference in attitude to drive the craftsmanship education curriculum. c. Different ages caused significant difference in attitude to drive the craftsmanship education curriculum. Significant differences existed regarding the attitude to drive the craftsmanship education curriculum at the level of cognition and level of philosophy, but at not the level of practice. d. Difference in educational background caused significant difference in attitude to drive the craftsmanship education curriculum. Significant differences existed regarding the attitude to drive the craftsmanship education curriculum at the level of cognition and level of practice, but at not the level of philosophy. e. When age variable was considered, the chief administrators with age 36~40 was far superior to those with age 51 or older in the attitude to drive the craftsmanship education curriculum. Similarly, age of 41~45 was also far superior to those with age 51 or older in the attitude to drive the craftsmanship education curriculum. f. In the educational background variable, the one who graduated from graduate school was obviously more superior to the ones graduated from college in their attitude to drive the craftsmanship education curriculum. This research point out four conclusions and four suggestions based on the above discovery.