| Summary: | 碩士 === 國立新竹師範學院 === 國民教育研究所 === 85 === ABSTRACT The purpose of this study was to explore elementary
school teachers'' (1) wishes, motives, needs toward post-bachelor
in-service education, (2) opinions to the methodology of
recruiting students into graduate schools and in-service study
classes, (3) opinions to the curriculum structures of graduate
schools and in-service study classes, and the factors which may
influence them. Both literature review and questionnaire survey
were major methodology used in this study. In addition,
interviews were conducted to collect qualitative data. The
instrument, "The Attitudes of Elementary School Teachers toward
Participating in Graduate school In-service Education Curricula
Questionnaire" was designed by the researcher. The subjects of
the questionnaire were the elementary school teachers in Tao-
Yuan, Hsin-Chu, Miao-Li areas. The subjects were sampled with
stratified random sampling and quota sampling. Among the 808
distributed questionnaires, valid questionnaires were 716 copies
which made up 88.6% of the total samples. The researcher also
interviewed with 25 elementary school teachers. Those teachers
included 10 current master students of graduate school in
Teachers'' Colleges, 10 students of in-service study classes, and
5 teachers who were willing to participate in post-bachelor in-
service education. Data were analyzed through Frequency
Distribution, Percentage, Chi-square Test, t-Test and One-Way
ANOVA. Then, the interview data was used to support the
findings of quantitative data. The conclusions were summarized
as follows: 1. Most elementary school teachers had positive
attitudes toward participating in post-bachelor in-service
education. Their wishes of participating in in-service study
classes were greater than in master classes. The main reason
made part of teachers unwilling to participate in in-service
education was "the contents do not match their actual teaching
needs". 2. The main purpose for teachers to participate in in-
service education was to "increase the knowledge of special
fields and teaching skills". 3. The graduate schools that
teachers most wished to be established were artistic education
and computer education. 4. After participating in post-bachelor
in-service education, teachers hoped rise their rank and
increase the salaries. 5. Teachers would like the entrance
examination of graduate schools to be conducted independently by
each teacher''s college. However, they suggested the in-service
study classes to adopt the joint entrance examination. 6.
Teachers agreed that Chinese and English scores must reach
certain standard and the score of professional subjects to be
weighted in the entrance examination of master classes. 7.
Teachers suggested that the examination of in-service study
classes do not include English, reduce the weight of years of
serving and adopt same point counting method to different
positions. 8. The program content most interesting to teachers
was problem solving abilities within educational situation. 9.
For both master classes and in-service study classes, the
learning style most acceptable to teachers was "teachers and
students discussing together"; the program characteristic most
interesting to teachers was "equally emphasizing theory and
practice". Besides, teachers suggested required courses should
be more than 8 credit hours. 10. Teachers suggested that the
curriculum design for in-service study classes should be
different from master classes. Furthermore, they suggested that
in-service study classes do not need to write theses before they
graduate. Based on research results, this study proposes
suggestions respectively to educational authorities, teachers''
colleges, elementary school administrative personnel, elementary
school teachers and the future study.
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