台北縣國民小學教師參與專業繼續教育課程類型及阻礙因素之研究
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2006
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本研究主要在在探討台北縣國民小學教師參與專業繼續教育課程類型與其阻礙因素之比較分析，以問卷調查法，蒐集研究資料，以台北縣國民小學教師為研究對象，有效樣本554份，佔樣本數的88%。所使用的研究工具為研究者自編之「教師參與專業繼續教育課程類型及阻礙因素調表表」，問卷的處理採SPSS 10.0 FOR WINDOWS 版統計套裝軟體，進行卡方考驗、T檢定、單因子變異數分析等統計方法。
主要發現摘述如下：
一、 台北縣國民小學教師參與專業繼續教育課程類型分為「學位進修」、「學分進修」、「非學分進修」等三種，其中以參與「非學分進修」類型情形最踴躍，「學分進修」類型情形最不踴躍。
二、 台北縣國民小學教師未來一、二年最想參與專業繼續教育課程類型以「學位進修」比率最高，「學分進修」最低。
三、 教師背景變項在參與專業繼續教育課程類型上的差異：
(一) 男性教師參與「學位進修」課程類型的比率顯著高於女性教師。
(二) 服務年資6~10年參與「學位進修」方式的比例顯著高於服務年資1~5年教師。
(三) 兼主任之教師參與「學位進修」方式的比例顯著高於級任教師及科任教師。
(四) 女性教師參與「非學分進修」方式的比例顯著高於男性教
師。
(五) 服務年資1~5年參與「非學分進修」方式的比例顯著高於服務年資6~10年及11~15年教師。
四、 不同背景變項教師與專業繼續教育阻礙因素層面之關係如下：
（一）在「意向阻礙」層面的影響程度上，服務年資11-15年教師顯著高於6-10年教師；學校規模7班以下教師顯著低於37-70班及71班以上學校教師。
（二）在「情境阻礙」層面的影響程度上，已婚有小孩教師顯著高於未婚教師；學校規模7班以下教師顯著低於37-70班及71班以上學校教師。
（三）在「機構阻礙」層面的影響程度上，教師兼主任顯著低於級任及科任教師。
（四）在整體阻礙的影響程度上，教師兼主任顯著低於級任及科任教師；學校規模7班以下教師顯著低於37-70班及71班以上學校教師。
最後根據以上研究結果，研究者提出以下建議以供參考：
一、 充實學分進修、非學分進修的課程，並增加進修的激勵措施
二、 妥善規劃學位進修課程內容，幫助教師改善教學效能
三、 鼓勵兼主任的教師積極參與非學分進修或學分進修
四、 不同服務年資的教師應有不同的進修課程與規劃
The purpose of this research is to investigate the types of the continuing professional education course and the factors which hold back those elementary school teachers to participate in. The object of study is the elementary school teachers in Taipei County, the good samples are 557 copies, 88% of total samples. The research＇s instrument is “Teacher＇s participation for the continuing professional education type and the obstructive factor investigation Table＂, which is edited by the researcher. The method of the questionnaire are chi-square, T-test,ANOVA.and to use the statistics packaged software of SPSS 10.0 FOR WINDOWS The summary of the diagnosis are as follows: 一、 The Taipei county elementary school teacher＇s participation in the continuing professional education are divided in three types of “academic study＂, “credit study＂ and “non-credit study＂. The most popular course is “non-credit study＂ and the less selected is “credit study＂. 二、 The most popular course which the elementary school teachers in Taipei county want to participate in is “academic study＂, and the less selected is “credit study＂ in the coming 1 to 2 years. 三、 The differences of teacher＇s background in participation the continuing professional education. (一) The ratio of the male participation in “academic study＂ is much higher than female. (二) The ratio of the 6-10years old-time teacher＇s participation in “academic study＂ is much higher than who worked under 5years. (三) The ratio of the teacher＇s participation in “academic study＂ also as a supervisor is much higher than the others. (四) The ratio of female teacher＇s participation in “non-credit study＂ is much higher than male teachers. (五) The ratio of the teacher＇s participation in “academic study＂ who worked under 5years is much higher than those 6-10years old-time teachers. 四、 The relationship between the different background teacher and the obstructive factor of continuing professional education are as follows. (一) The affective analysis of “dispositional barriers＂: the 11-15year old-time teachers are much affected than those who worked 6-10years; teachers who work for the schools which class size from 37 to 70 or above are much affected than those under 7classes. (二) The affective analysis of “situation barriers＂: The parents-teachers are much affected than singles; the teachers who work for the school size under 7 are much affected than the school size from 37 to 70 or above. (三) The affective analysis of “institutional barriers＂: Teachers who also be the supervisor are less affected than the others. (四) The affective analysis of the entirety: Teachers who also as a supervisor are less affected than the others; teachers who work for the school size under 7 classes are less affected than school size from 37 to 70 classes and above. In the end, the researcher present some commends as follows base on those research conclusion. 一、 Improving “credit study＂and “non-credit study＂ course and to step up more encourage facilitators. 二、 Well planning the course of “academic study＂ and help the teacher＇s teaching efficiency. 三、 Encourage the teachers who also as a supervisor to participate in credit and non-credit study. 四、 Different course and planning for different seniority teachers
The purpose of this research is to investigate the types of the continuing professional education course and the factors which hold back those elementary school teachers to participate in. The object of study is the elementary school teachers in Taipei County, the good samples are 557 copies, 88% of total samples. The research＇s instrument is “Teacher＇s participation for the continuing professional education type and the obstructive factor investigation Table＂, which is edited by the researcher. The method of the questionnaire are chi-square, T-test,ANOVA.and to use the statistics packaged software of SPSS 10.0 FOR WINDOWS The summary of the diagnosis are as follows: 一、 The Taipei county elementary school teacher＇s participation in the continuing professional education are divided in three types of “academic study＂, “credit study＂ and “non-credit study＂. The most popular course is “non-credit study＂ and the less selected is “credit study＂. 二、 The most popular course which the elementary school teachers in Taipei county want to participate in is “academic study＂, and the less selected is “credit study＂ in the coming 1 to 2 years. 三、 The differences of teacher＇s background in participation the continuing professional education. (一) The ratio of the male participation in “academic study＂ is much higher than female. (二) The ratio of the 6-10years old-time teacher＇s participation in “academic study＂ is much higher than who worked under 5years. (三) The ratio of the teacher＇s participation in “academic study＂ also as a supervisor is much higher than the others. (四) The ratio of female teacher＇s participation in “non-credit study＂ is much higher than male teachers. (五) The ratio of the teacher＇s participation in “academic study＂ who worked under 5years is much higher than those 6-10years old-time teachers. 四、 The relationship between the different background teacher and the obstructive factor of continuing professional education are as follows. (一) The affective analysis of “dispositional barriers＂: the 11-15year old-time teachers are much affected than those who worked 6-10years; teachers who work for the schools which class size from 37 to 70 or above are much affected than those under 7classes. (二) The affective analysis of “situation barriers＂: The parents-teachers are much affected than singles; the teachers who work for the school size under 7 are much affected than the school size from 37 to 70 or above. (三) The affective analysis of “institutional barriers＂: Teachers who also be the supervisor are less affected than the others. (四) The affective analysis of the entirety: Teachers who also as a supervisor are less affected than the others; teachers who work for the school size under 7 classes are less affected than school size from 37 to 70 classes and above. In the end, the researcher present some commends as follows base on those research conclusion. 一、 Improving “credit study＂and “non-credit study＂ course and to step up more encourage facilitators. 二、 Well planning the course of “academic study＂ and help the teacher＇s teaching efficiency. 三、 Encourage the teachers who also as a supervisor to participate in credit and non-credit study. 四、 Different course and planning for different seniority teachers
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Keywords
國民小學教師, 專業繼續教育, 課程類型, 阻礙因素, elementary school teachers, the continuing professional education, education course, factors