臺北縣國小退休教師終身學習動機及其社會參與之研究

Abstract

本研究旨在探討臺北縣國小退休教師終身學習動機及其社會參與現況及其相關因素，並探討不同背景變項的國小退休教師終身學習動機及其社會參與的差異情形，據以提供各方改善或制定相關教育政策時之參考。首先參考相關文獻，發展研究架構，輔以前導訪談結果，編製問卷，採用立意取樣方式，選擇25所臺北縣的國民小學，發放正式問卷520份，回收有效問卷427份，有效回收率82％；將問卷蒐集資料以SPSS 統計軟體進行描述統計、t檢定、單因子變異數分析、皮爾森積差相關等統計方法進行分析。 本研究獲致以下研究發現與結論： 一、 臺北縣國小退休教師終身學習動機很高，在各終身學習動機內涵中，以「求知興趣」的動機為最高；以「逃避或刺激」的動機為最低。 二、 臺北縣國小退休教師社會參與程度頗高，在各社會參與內涵中，以「休閒活動」的程度為最高；以「政治參與」的程度為最低。 三、 國小退休教師的終身學習動機不受背景變項的不同所影響。 四、 國小退休教師的社會參與受「健康狀況」和「宗教信仰」的不同，而有所差異。 五、 臺北縣國小退休教師終身學習動機及其社會參與具有中度正相關，終身學習動機與社會參與互為因果關係。 根據研究結論，本研究分別對相關教育機關單位、退休教師及未來研究提出具體建議，以供參考。The purpose of the study is to investigate the lifelong learning motivations, social participation and relevant variables of the retired teachers in elementary schools in Taipei County, as well as discuss the differences of retired teachers from different backgrounds. The results will be provided to relevant organizations as references when making new policies. The study was conducted in the following steps: first, a thorough literature review was made in order to develop the framework of the study. Then, according to the results of pilot interviews, the questionnaire was developed. 520 questionnaires were sent to 25 different elementary schools in Taipei County. 427 were considered valid. The data were then analyzed by SPSS software using methods such as descriptive statistics, T test, one-way ANOVA, and Pearson correlation coefficient. The findings were as follows: 1. The lifelong learning motivations were strong for retired teachers in elementary school in Taipei County. Cognitive interest was the strongest motivation for them to participated lifelong learning education, whereas evasion and excitements were the weakest. 2. The level of social participation for retired teachers in Taipei County was high. The participate mostly in leisure activities, and the least in political involvement. 3. The motivations for lifelong learning were not affected by different variables. 4. The levels of social participation were differed because of different health status and religious belief. 5. The motivations of lifelong learning and the levels of social participation were positively correlated moderately. The results were used as references to propose suggestions to relevant educational organizations, retired teachers as well as future studies