| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 95 === This research aims to identify the purpose of elementary school teachers to pursue further studies in graduate school and expectation to their personal professional development.
The questionnaire survey method was employed in this study; teachers in the public elementary schools in Yunlin were selected as the target population (N=511) to fill the form “Survey on the elementary school teachers’ attitude toward further studies in graduate school”. Data were analyzed using descriptive statistics, including mean and standard deviation, t-test as well as single factor analysis of variance. The results drawn from the above analysis are as follows:
1. Elementary school teachers are highly motivated to pursue further studies in graduate school for the development of their own professional competency and Master’s degree which raises their salary.
2. Elementary school teachers look forward to studying with erudite professors and classmates, thus enhancing the discussion experience by combining educational theory and practice.
3. They also highly expect to acquire novel educational knowledge, professional spirit as well as teaching knowledge and competence.
4. Teachers’ different seniority, educational backgrounds and subjects for graduate studies were identified to make their motivation and expectation significantly various.
5. Teachers’ different genders, seniority, educational backgrounds and subjects for graduate studies were identified to make their expectation toward the pursuit of graduate studies significantly various.
6. The expectation that elementary school teachers have on the benefits caused by professional development differs based upon various personal backgrounds, including genders, professional positions, educational backgrounds and subjects for graduate studies lead such an expectation to become different.
Based upon the research findings, six suggestions were drawn out for teachers, administrators in elementary school, graduate school leaders, as well as education authorities.
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