Teachers' opinions relate to vocational high school curriculum integration in business and management cluster in Taiwan

• Main Authors: Shu-Ching Chen, 陳淑青
• Other Authors: 張仁家
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/w2pf82

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 93 === The aim of this study was to investigate the teachers’opinions relate to vocational high schools curriculum integration in business and management cluster in Taiwan, what professional courses should be open, compulsory courses, optional courses, and credits. This study also discusses the different points of view of the curriculum integration, their expectations and problems they encounter according to their various personal backgrounds and school environments. The population was teachers of the business vocational public and private comprehensive schools in Taiwan; Stratified Cluster Sampling was employed to select 50 schools on the basis of school characters and location. In each school, 10 teachers who were teaching in were chosen. The total sample was 500 people. The questionnaire was mailed out on October 31, 2004, and by November 23, 2004, 368 copies of returned questionnaires made a total return rate of 73.6%. After ticking out invalid questionnaires, 355 valid questionnaires yielded an availability rate of 71%. χ2 test, independent sample t-test, one-way ANOVA, and Scheff’e method were adopted to analyze the data collected. The findings of this research were as follows: 1. The business vocational high schools should have 11 subject of compulsory course, total 27 credits; 1 subject of optional course, total 2 credits. 2. The teachers all take a positive attitude toward curriculum integration in business vocational high schools. 3. Teachers view on the integration of professional curriculum does not differ because of their gender, highest diploma, seniority, position, main subjects, or advanced studies. 4. Teachers view on the integration of professional curriculum does not differ because of attributes, areas, types or sizes of schools. 5. The main cause of difficulties teachers meet with is the compression of teaching hours. 6. Most teachers expectations of the integration of professional curriculum is the strengthening of administrative advertisement and instruction.