國民中小學教師對雙語教育政策認知、態度及滿意度之研究－以臺北市為例

Abstract

本研究旨在探討臺北市國中小教師對臺北市雙語教育政策的認知、態度與滿意度，以釐清第一線的政策執行者對雙語教育政策的理解與看法。本研究採用量化取向的問卷調查法，以「國中小教師對臺北市雙語教育政策認知、態度與滿意度調查問卷」分析國中小教師對臺北市雙語教育政策的了解程度、看法與實施至今的滿意度，本研究共計抽樣54所臺北市國中小，發放810份正式問卷，共有603份有效問卷，研究資料透過描述性統計分析、獨立樣本t檢定、單因子變異數分析、逐步多元迴歸分析等統計方法進行分析探討。 根據研究結果統整出以下研究結論： 壹、國中小教師對臺北市雙語教育政策認知、態度屬於中高程度，滿意度屬於中等程度。 貳、不同學層、年齡、學歷、職務、雙語教學年資、英語檢定等級與是否屬於雙語學校之國中小教師對臺北市雙語教育政策認知、態度與滿意度具有顯著差異。 參、國中小教師對臺北市雙語教育政策認知、態度與滿意度間整體與各構面皆呈現正相關。 肆、國中小教師對臺北市雙語教育政策認知與態度對滿意度具有預測力。 最後，依據結論提出對臺北市雙語教育政策之相關建議，以作為教育主管機關、學校單位以及未來研究者之參考。The purpose of this study is to examine the recognition, attitude and satisfaction of elementary and junior high school teachers in Taipei City towards bilingual education policy, to clarify the understanding and perceptions of frontline policy implementers towards bilingual education policy. This study used a quantitative questionnaire to analyze teachers' recognition, attitude and satisfaction of Taipei City's bilingual education policy by using the "Survey on Teachers' Recognition, Attitude and Satisfaction with Taipei City's Bilingual Education Policy". A total of 810 official questionnaires were distributed to 54 elementary and junior high schools in Taipei City, and there were 603 valid questionnaires. The data were analyzed through descriptive statistical analysis, independent sample t-testing, one-way analysis of variance, and stepwise multiple regression analysis.The conclusions of this study are as follows:1.The recognition and attitude of elementary and junior high school teachers towards Taipei City's bilingual education policy were moderately high and the satisfaction level was moderate. 2.There were significant differences in the recognition, attitude and satisfaction with Taipei City's bilingual education policy among elementary and middle school teachers of different stages of education, ages, education background, positions, years of bilingual teaching experience, English language certificate level, and whether they belonged to a bilingual school. 3.There was an overall and cross-sectional correlation among teachers' recognition, attitude and satisfaction with Taipei City's bilingual education policy. 4.The recognition and attitude of elementary and junior high school teachers towards Taipei City's bilingual education policy have predictive power. Finally, based on the conclusions, the following suggestions on bilingual education policy in Taipei City are proposed for the reference of education authorities, schools and researchers in the future.