The Needs of Career Guidance for Students from Universities of Education

• Main Authors: Tai Hsiu-Ju, 戴秀如
• Other Authors: Chang Te-Sheng
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/56856502961802286931

碩士 === 國立花蓮教育大學 === 國民教育研究所 === 94 === The aim of this research was to investigate the needs of career guidance for students from 9 universities, which had been reorganized from teachers colleges into universities of education or comprehensive universities recently. A total of 1470 questionnaires were sent to the 9 universities, 1288 questionnaires were collected back, and the return rate was 87.62%. With 32 questionnaires omitted, there were 1256 valid questionnaires in total. The research instrument developed by the researcher consisted of 7 subscales. These subscales included self-exploring, teaching career exploring, other-than-teaching careers exploring, advanced studying exploring, career decision-making and planning, career preparation, and career placement. The research findings are as follows: 1. For the expected career guidance form school faculties, students express the highest level of their expectation in “other-than-teaching careers exploring” and the lowest in ” teaching career exploring.” 2. In terms of real support form school faculties, students have the highest level of support in “career preparation” and the lowest in” career placement”. 3. The gap between the expected and real support in career guidance shows the most discrepancy in “teaching career exploring” and the least in “other-than-teaching career exploring.” 4. For the dimension of students’ expectation, the variables that indicate statistically significant include: gender, grades, one’s will to be a teacher, one’s plan after graduation, majoring in career courses or not, and having joined career activities or not. 5. For the dimension of students’ support actually gained, the variables that indicate statistically significant include: gender, major, main reason for choosing university of education, one’s will to be a teacher, and having joined career activities or not. 6. For the dimension of discrepancy, the variables that indicate statistically significant include: gender, grades, one’s will to be a teacher, and one’s plan after graduation.