| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === The study of Teachers’ Professional Growth
in Tao Yuan Elementary school.
Abstract
In this study, the researcher uses the sample consisted of elementary school teachers in
Tao-Yuan County to investigate the current situation of these teachers’ professional growth.
The study also focuses on the effectiveness that study courses may bring after these teachers
take the courses, and focuses on if the diversity of teachers’ backgrounds brings significant
differences of their professional growth. The researcher hopes the conclusion of this study
can help schools or education units to motivate teachers to take study courses actively and
help these units to response teachers’ need when they hold study courses. The researcher used
questionnaires to investigate these issues and sent 702 questionnaires. The return rate of
questionnaires is 94.73%, and the return rate of usable questionnaires is 94.44%. Descriptive
statistics, t-test, one-way ANOVA, and Scheffe test are used to analyze the data in this study.
The following 15 conclusions were drawn by the study:
1. Taking educational study courses is the basic education administration requirement for
teachers now.
2. Elementary teachers in Tao-Yuan County get an above-average score in their professional
improvement.
3. Elementary teachers in Tao-Yuan County usually take study courses on Wednesdays.
4. Elementary teachers in Tao-Yuan County spend more than 18 hours in taking study
courses.
5. Elementary teachers in Tao-Yuan County think it is most effective for them to take course
on Wednesdays.
6. Elementary teachers in Tao-Yuan County think they got most significant improvement in
education professional capacities after taking study courses.
7. Although female teachers are better than male ones in class management, male teachers
are superior to female teachers in other aspects, especially in study development, which
reaches the degree of statistical significance.
8. The elder teachers have better perceptions of professional improvement.
9. Teachers with tenure of 6-15 years and more than 16 years are better than teachers
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younger than 30 in teachers’ professional Improvement.
10. Although there is no statistical significance between the differences of family
backgrounds and teachers’ professional Improvement, teachers having children are better
than ones having no children in their professional Improvement.
11. Teachers with master or above degrees have better professional Improvement than other
teachers.
12. Teachers with administration jobs, such as the positions of deans or coaches, have better
professional Improvement than other teachers.
13. The result of this study is slightly different from the results of other studies in effects on
teachers’ professional Improvement that the scales of schools may bring.
14. The result of this study is different from the results of other studies in effects on teachers’
professional Improvement that the locations of schools may bring.
15. This study investigates the teachers’ need of class management, student consulting, and
interpersonal communication.
Keyword: elementary school, teachers' professional growth, teachers’
in-service education
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