| Summary: | 碩士 === 國立新竹教育大學 === 人資處美勞教學碩士班 === 96 === Abstract
The purpose of this research was three-fold. First, this study was intended to understand the perception by elementary school visual art teachers in Hsin-Chu city of six areas in relation to instruction: instructional materials preparation, target audience, instructional strategies, instructional assessment, professional development, and self-reflection. Second, the present study was expected to explore the differences among these teachers’ perception of teaching and learning visual arts on three distinct dimensions, school administration, visual art environment, and demographics of individual teachers. Third, this investigation was to provide recommendations based on its results for the improvement of elementary school visual art education in Hsin-Chu city and other similar settings.
Targeting elementary school visual art teachers in Hsin-Chu city, this survey study adopted both close-ended, structured questions and open-ended, unstructured ones. One hundred and eighty-eight participants successfully completed a questionnaire used to collect research data. The data were analyzed primarily using descriptive statistics procedures, specifically frequency distribution, t-test and one-way ANOVA.
The results suggested:
1. Relating to demographics of elementary school visual art teachers in Hsin-Chi city, the majority of the participants were female, married, and class counselors. The predominant age-group ranged from 31 to 40 years. Most of these visual art teachers had taught for 11 to 20 years. Reporting a personal likeness in visual arts, most of these teachers received a bachelor’s degree in a non-visual-arts area with less than 30 hours of professional development. Concerning school administration, most visual art teachers taught in a school with more than 23 classes. These teachers reported that school bureaucracy, school principals, or education policies did not interfere with their instruction. When it comes to overall visual art environment, administrative support, i.e., resources and manpower, was adequate. School-mandated materials were age-appropriate and able to accommodate various class sizes. Visual art classroom space was available, but not sufficient.
2. With respect to demographics’ influence on visual art teachers’ perception of instruction, personal likeness in visual art education was the most effective of the 13 factors, followed by the amount of hours spent on professional development for the past three years, education background, and work assignments.
3. With regard to school administration, its overall influence on teacher perception of visual art instruction was less than that of demographics. Of all the four factors, school principals was the most influential, with school bureaucracy as the second.
4. Regarding visual art environment, its effect on teacher perception of visual art instruction was also less than demographics’. Of all, age-appropriateness of the mandated materials was the largest indicator, followed by administrative support. Availability of visual art classroom space was the least large.
Keywords: elementary school teachers, teacher perception of visual art instruction, teaching attitude of visual art instructors.
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