Teachers’ Attitudes toward the Grade 1-9 Curriculum: A Study on Junior High School EFL Teachers in Taipei City

• Main Authors: Shiang-rong Chen, 陳香蓉
• Other Authors: Shiang-jiun Chang
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/27349088451245237504

碩士 === 國立台北師範學院 === 兒童英語教育研究所 === 91 === Abstract-- The main purpose of this study is to investigate the attitudes of the junior high school EFL teachers in Taipei City toward the Grade 1-9 Curriculum and the factors that affect teachers’ teaching attitudes. Both quantitative and qualitative research designs were employed in this study to gather and analyze data. The subjects in this study came from both public and private junior high schools in Taipei City. The final sample consisted of 594 valid questionnaires and 8 interviewees coming from different administrative districts of Taipei City. The questionnaires were analyzed using SPSS for Windows, and examined by frequency, percentage and t-test. The chief findings of this study are as follows: 1. These junior high school teachers’ teaching attitudes were deeply affected by the education reform policies. 2. These junior high school teachers’ teaching attitudes were deeply affected by the administrative measures taken by the school authority. 3. These junior high school teachers’ teaching attitudes were deeply affected by the demands from students and their parents. 4. These junior high school teachers’ teaching attitudes were deeply affected by the Academic Attainment Testing. Implications of this study include: 1. Before the education reform is conducted, the authorities concerned should take into consideration the possible problems and difficulties classroom teachers will be faced with. 2. During the implementation of the education reform, in consideration of teachers’ heavy work burden and pressure, the school authority should provide more teaching resources and encouragement for teachers. 3. The Academic Attainment Testing every year has a great influence on teachers’ teaching approaches and attitudes, the washback effect of which should be duly recognized by the authorities concerned; and, therefore, the Academic Attainment Testing should be designed as conscientiously as possible. 4. To foster teachers’ positive attitudes toward the education reform, systematic and practical in-service training should be launched both before and after the implementation of the education reform.