| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 93 === This study aimed to explore junior high school English teachers’ roles and their coping strategies. It tried to figure out what English teachers roles were before and after the implementation of the Grade 1-9 Curriculum, the curriculum implementation effects, and teachers’ coping strategies with their changing roles. Data were collected through teacher interviews, questionnaire and classroom observation. Five teachers were observed for a whole lesson unit each. The classroom observation was audiotaped and videotaped. The interviews with each teacher were audiotaped and transcribed, and then analyzed to answer the three research questions. The questionnaire survey was used to find out what most teachers’ opinions were mainly about the research questions. One hundred and twenty questionnaires were distributed to the teachers in Changhua County. One hundred and eighteen responses were returned and one hundred and thirteen responses were valid. The return rate was 95.8%. The major findings were summarized as follows:
First, with regard to teachers’ roles before and after the implementation of the Grade 1-9 Curriculum, seven main categories were characterized: (a) teacher, (b) administrative staff, (c) life director, (d) professional, (e) facilitator, (f) social concerner, and (g) action researcher.
Second, as for the curriculum implementation effects, it was found that most teachers met role conflict after the implementation of the Grade 1-9 Curriculum. In this study, five role conflicts were pointed out by the five teacher participants: (1) inter-role conflict, (2) intra-role conflict, (3) conflict of over-burden role missions, (4) conflict of feasible roles, and (5) conflict between role expectations and reality.
Third, as to the coping strategies teachers might take when they faced role conflict, six primary ways were discovered: (1) opposition, (2) coordination, (3) realization, (4) no changing way, (5) quitting, and (6) happily facing the pain.
Fourth, it was found that though most of the 113 teacher participants in the questionnaire approved the essences and contents of the Grade 1-9 Curriculum, they felt much burden because of no adequate fitting measures, preparation time and support. Roles of teachers didn’t change much before and after the Grade 1-9 Curriculum. However, quite a few teachers perceived that they should be curriculum developers/designers after the implementation of the Grade 1-9 Curriculum as well. When facing conflict, most teachers tended to consider some resolutions rationally, evaluate all kinds of methods and find the best one, change the surroundings actively, and seek for suggestions from outsiders. Besides, almost all the teacher participants would like to adopt their attitudes and teaching, and thus welcome the implementation of the Grade 1-9 Curriculum.
According to the results of the study, the following suggestions were made: (a) it is suggested to further investigate the role shifts of elementary school or senior high school teachers and their coping strategies, (b) in order to generalize the results, it is suggested that more teacher participants could be included in future studies, (c) the time of classroom observation for each teacher is recommended to extend, and (d) future studies are recommended to further explore English teachers’ cognition shifts and pressure after the implementation of the Grade 1-9 Curriculum. Pedagogical implications and suggestions for future studies were also proposed.
Key words: teachers’ roles, role shift, coping strategies
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