| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 90 === Abstract
The primary purpose of study of “Elementary School Teacher of Professional Development of Grade 1-9 Intergraded curriculum implementation-examples in Tainan Country” is to examine elementary school teachers’ self- assessment of activity programs, effects and needs in professional development. In addition, the study attempts to analyze differences of elementary school teachers’ self- assessment to professional development in various backgrounds including teachers’ demographic variable and schools’ environment.
The research depends on methods of literature survey, document analysis and questionnaire survey. The research tool is “Questionnaire on elementary school teachers’ professional development of Grade 1-9 Intergraded curriculum implementation “ developed by the researcher. The samples are 576 teachers from 72 schools in Tainan Country, with 545 valid feedback data and the percentage 95%. The valid questionnaires are analyzed by using the statistical approaches of frequency distribution, mean, percentage and one-way ANOVA. The conclusions are as following :
1. Most teachers highly agree to the program of professional development activities related to Grade 1-9 Intergraded curriculum implementation.
2. Most teachers have high evaluations toward the effects of professional development related to Grade 1-9 Intergraded curriculum implementation.
3. Most teacher agree that they need professional development activities related to Grade 1-9 Intergraded curriculum implementation.
4. Teachers of more than 21 years teaching experience show higher agreement on the program of professional development activities. As for other variable, genders, scales of schools and whether or not schools which tried the implementation, there is no significant difference.
5. Teachers of more than 21 years teaching experience show higher agreement on the effects of professional development activities. Teachers of schools which tried the have higher evaluation toward effects of professional development than other teachers. As for other variable, genders and scales of schools, there is no significant difference.
6. There is no significant difference on gender, years of teaching, scales of schools and whether or not schools which tried the implementation as for the elementary school teachers’ needs for professional development activities related to Grade 1-9 Intergraded curriculum implementation.
7. According to the major findings of the study, I will propose some suggestions for educational administrative institution, schools and teachers about teacher professional development of Grade 1-9 Intergraded curriculum. Implementation.
keyword: teacher professional development, elementary school teachers, Grade 1-9 Intergraded curriculum,
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