The Needs of Career Guidance for Novice Elementary School Teachers

• Main Authors: Jian-Ian Li, 李建彥
• Other Authors: Te-Sheng Chang
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/88394458389363600576

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 90 === The aim of this research was to investigate the needs of career guidance for novice elementary school teachers and further to discuss the related issues in the view of these teachers. This research was conducted via questionnaire survey to the public elementary school teachers with less than three years of formal teaching experience in three areas of Taiwan： Ilan area, Hualien area, and Taitung area. Out of the 270 public elementary schools of these three areas, there were 211 that employed a total of 987 novice teachers. 44 of these elementary schools did not employ any novice teachers, while 15 could not offer their assistance with the questionnaires. A total of 987 questionnaires were sent to the 211 public elementary schools. Assistance in handing out and collecting the questionnaires were given by each school’s administrator, 942 questionnaires were collected back, the return rate was 95.44％. With 8 questionnaires omitted, there were a total of 934 effective questionnaires, the usable rate was 99.15％. The questionnaire contains 8 dimensions：“academic curriculum,” “academic teaching,” “student affairs and consoling,” “school administration and operation,” “communication and interaction among colleagues,” “communication and interaction among students and their parents,” “mental and physical stress,” and “personal advanced studies and lifestyle.” The information gathered was described, analyzed, and tested by statistical methods such as frequency distributions, mean, standard deviation, reliability analysis, t-test of one dependent sample and ANOVA of one dependent sample. Research results show the following conclusions： 1.Novice elementary school teachers indeed find career guidance necessary, and most expect moderate to high guidance levels. The need of guidance in “personal advanced studies and lifestyle” is the highest, whereas the need of guidance in “school administration and operation” is the least. 2.School faculties also offered career guidance, though only with minimum to moderate enthusiasm. Guidance in “communication and interaction among colleagues” helps the most and in “mental and physical stress” helps the least. 3.There indeed is a difference between the guidance expected from novice teachers and the guidance offered by school faculties. The major difference lies in “academic teaching” and the minor in “communication and interaction among colleagues.” 4.Integrating the information concerning career guidance in aspects of expectation from novice teachers, realization by school faculties, and differences between the two, it can be deduced that novice teachers can settle in better by strengthening guidance in “academic teaching,” “school administration and operation,” “mental and physical stress,” and “personal advanced studies and lifestyles.” 5.As to the 8 “expected” career guidance aspects of novice teachers, variables such as “sex,” “formal teaching service duration,” “locations of schools” and “structural designs of schools” create differences among expectation levels. “class size” variable has minimum effects on expectation levels. 6.As to the 8 “realistic” career guidance aspects of novice teachers, variables such as “sex,” “formal teaching service duration” and “locations of schools” created differences among realization levels. Variables such as “structural designs of schools” and “class size” have minimum effects on expectation levels. 7.As to the 8 “differences” between expectations and realizations in career guidance aspects of novice teachers, Variables such as “sex,” “formal teaching service duration” and “locations of schools” create differences among difference levels. Variables such as “structural designs of schools” and “class size” have minimum effects on difference levels. 8.Integrating the information on the expectations of novice teachers, realizations by school faculties, and differences among the two in regards to career guidance, it can be seen that “sex,” “formal teaching service duration” and “locations of schools” greatly influence the needs of guidance. “Class size” variable has minimum effects on the needs of guidance. 9.Novice elementary school teachers attend to have guidance provided by faculties within the schools. 10.Novice elementary school teachers attend to have guidance provided by senior teachers in teaching areas. It can be done in forms of seminars, or observations of actual class sessions. Novice teachers can thus form groups to learn and share their work experiences together. 11.Novice elementary school teachers prefer the above-mentioned seminars to offer them the guidance mainly in areas of academic schedules, teaching and counseling, and leading of a homeroom class. These constructive suggestions have been made according to the analyses of literature and conclusive research. It can be used as a reference for developmental teaching staff, educational administration units, elementary schools, novice elementary school teachers, and researchers of further educational studies.