| Summary: | 碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === A study on the professional growth of administrative teachers in Keelung city elementary schools
Abstract
This study was to discuss about the present state of professional growth of the administrative teachers in the elementary schools in Keelung, in order to understand the degree of their recognition, demands(needs, requirements), and barriers in the aspect of their professional growth; in the meantime, to analyze the differences among their demands(needs, requirements) and barriers regarding such growth, in accordance with their different background variables.
This study was made basing on the questionnaires given to the qualified candidates in 41 public elementary schools in Keelung. After sampling, 393 copies of the questionnaires were given, and 348 efficient ones received. These efficient questionnaires then being processed and analyzed by the statistical software SPSS, by calculating the mean, standard deviation, percentage and frequency-distribution, multiple response, and percentage homogeneity x-square test.
The conclusions obtained are shown below:
1.The administrative teachers’ general recognition of professional growth is above mean, showing that they have the correct recognition.
2.Proper time for receiving training courses tends to be “in Wednesday afternoon”, and “during summer break”.
3.The more desirable training courses for general administrative knowledge are “communication and coordination”, “the use of information science”, “strategies and planning”, and “confrontation and crises management”.
4.The most desirable training course for practical administrating technique is “counseling administration”, then “academic administration”.
5.The more desirable courses for major education strategies are “school based management”, “Grade 1-9 curriculum”, and ”the new system for counseling students”.
6.As for the ways of achieving professional growth, the teachers have a preference for “receiving speeches and seminars”, “field tripping and interacting visits”, and “by getting academic credits or diploma”.
7.Regarding the systems of encouraging professional growth, the teachers’ favorite is “to take the training courses by taking leave with pay or during their vacations”, then “having financial sponsorship for the courses taken”.
8.The desirable period of training varies with the teachers’ “educational level”; the ways of achieving professional growth and the demand of the course for practical administrative technique varies with “gender”; the demand of general administrative knowledge varies with “teachers’ present tasks”.
9.Job-wise, “too much work” is the biggest barrier for the administrative teachers in terms of professional growth.
10.Individual-wise, “lack of the knowledge of the channels and the strategies for professional growth” is the biggest barrier; system-wise, the biggest barrier to professional growth is “limited channels”.
11.Individual-wise, the barriers to professional growth vary with teachers’ “age”.
Basing on the results of this study, I’d hereby made some suggestions, as a reference, to our educational organizations, schools, and administrative teachers.
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