| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 91 === The purpose of this study is to explore teachers'' professional growth and the relevant factors, which are used to realize the influences from preparation for self-guided learning, the motives of learning, the types of learning activities and the learning effect during the process of teachers’ professional growth. Further investigation focuses on the promotions in their teaching strategies, the proficiency of their specialties, the teaching abilities, the attitude toward this profession, class management, as well as teacher-parent communication.
The subjects involved in the present study are the regular teachers (not including the substitute teachers and practice teachers) of Feng-jia Junior High School in Kaohsiung County. This study was conducted mainly through questionnaires, and was further testified by interviews. The study presents the relationship between teachers of different backgrounds and the aspects of preparation for self-guided learning, the motives of learning, the types of learning activities and learning effect.
Totally, 108 questionnaires were distributed and 100 effective questionnaires were collected (About 92.5% of the questionnaires were effective). The questions of the interview were based on the outline of the questionnaire. The data were computed and analyzed by means of average, standard deviation, t-test, and one-way ANOVA.
The findings of this study are summarized as follows：
1. The relationship between the different backgrounds of junior high school (JHS) teachers who participate in the activities for professional growth and the motives of learning:
(1) There were significant differences between the ambient expectation and male teachers’ motives to take part in the professional growth activities.
(2) Pursuing knowledge and joining social service are the main motives of learning for the teachers who are married or have taught for sixteen to twenty years to participate in the activities for professional growth.
(3) The teachers who work as a dean concurrently or teach students in the third grade usually put more emphasis on self-expectation.
2. The relationship between the different backgrounds of JHS teachers who participate in the activities for professional growth and preparation for self-guided learning:
(1) JHS teachers in general have the willingness and ability of preparation of self-guided learning.
(2) There were no significant differences between the influences from education and marriage on self-guided preparation in professional growth activities.
(3) There were no significant differences between teachers’ seniority and their teaching grade on self-guided preparation in professional growth activities.
(4) The teachers who work as a group leader simultaneously can carry out the self-guided learning more effectively than the homeroom teachers.
3. The relationship between the different backgrounds of JHS teachers who participate in the activities for professional growth and the types of learning activities:
(1) There were no significant differences between teachers’ gender or marriage status and the types of professional growth activities.
(2) There were no significant differences between teachers’ seniority or duty and the types of professional growth activities.
(3) There were no significant differences between teachers’ education background, their teaching grade and the types of professional growth activities.
4. The relationship between the different backgrounds of JHS teachers who have finished the activities for professional growth and the learning effect:
(1) There were no significant differences between teachers’ gender or marriage status and the learning effect.
(2) There were no significant differences between teachers’ seniority or duty and the learning effect.
(3) There was relationship between teachers’ education background and the learning effect; there were no significant differences between teachers’ teaching grade and the learning effect.
According to the discovery and conclusion of the study, the suggestions below are provided as a reference for teachers, schools, and administrative institutions of education.
1. Suggestions for JHS teachers:
(1) Teachers will acquire good result by learning from one another and making good use of resources at school for professional teachers.
(2) Build teaching and counseling system based on mutual trust with each other.
2. Suggestions for schools:
(1) Develop the school-based curriculum, and strengthen teachers’ professional growth.
(2) Based on teachers’ needs and their professional request, the professional growth activities are supposed to be planned by the principal, the deans, and the representatives of teachers.
(3) Make use of the multiple professional growth activities to uplift teachers’ learning effect.
(4) Guide teachers to make a career plan by promoting their professional growth.
3. Suggestions for the administrative institutions of education:
(1) The curriculum of teachers’ professional growth in educational reform should be superior to the others in the profession growth plan.
(2) Schools and the administrative institutions of education should actively put the teachers’ professional growth into action and set up concrete indexes of teachers’ professional growth.
(3) The idea of setting up a reward system for teachers’ participation in the activities of professional growth should be seriously considered.
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