| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 95 === This study investigated the current situation of elementary school teachers’ parent-teacher cooperation, along with the associated difficulties and their coping strategies. The subjects were selected among second, fourth, and sixth grade teachers from elementary schools in Taichung City, Taichung Country, Changhua Country and Nantou Country. 639 formal copies were served to the teachers and 474 validated copies were collected and they occupied 74% of total copies. The instrument included “The Elementary School Teachers’ Class Parent-Teacher Cooperation Questionnaire”. In addition, data were analyzed using the arithmetic average, standard deviation, t-test, one-way analysis of variance, Scheffé method, Pearson Product-Difference correlation and the Kendall concordance coefficient. The following conclusions were drawn from this study:
1. The current level of elementary school teachers’ parent-teacher class cooperation was below average（M=1.90）.
2. There was significant difference among the variables of teachers’genders, parent-teacher association, teaching grades, school regions and parent-teacher class cooperation in the current situation.
3. The level of difficulty for elementary school teachers’ parent-teacher class cooperation was average（M=2.25）.
4. Significant difference existed among the variables of parent-teacher association, ages, school sizes, school regions and parent-teacher class cooperation in these difficulties.
5. The effectiveness of these coping strategies for elementary school teachers’ parent-teacher class cooperation was above average（M=3.03）.
6. Significant differences existed among the variables of the teachers’ genders, school regions and the coping strategies of elementary school teachers’ parent-teacher class cooperation.
7. The relation between the current situation and the difficulties of elementary school teachers’ parent-teacher class cooperation was insignificant.
8. The Kendall coefficient of class and school sizes matches that calculated from the elementary school teachers’ coping strategies.
According to the above conclusions, there are some suggestions to teachers and school
administrations.
|
|---|
