| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === The main purpose of this study was to explore the difference and correlation between different backgrounds and schools variables for cognitions and attitudes of vocational high school occupational subject teachers toward Joint Entrance Examination (JEE) which might affect the school curriculum plan for students in the final year of high school. The study used questionnaire survey approach and constructed scales as study instrument tool. By stratified cluster random sampling, 654 questionnaires were sent to the teachers in vocational high schools, and account recovery 402 were retrieved. After discarding 11 invalid returned questionnaires, there were a total of 391 valid responses. The valid response rate was 59.8%. The collected data were analyzed in terms of frequency distribution, percentile, mean scores, standard deviation, t-test, and one-way ANOVA. Based on the research conclusions, several suggestions were made for vocational high school implement curriculum plan for students to fit Joint Entrance Examination.
The conclusions of this study were summerized up as follows:
1. The cognition of vocational high school teachers in the Middle Region toward Joint Entrance Examination affects the school curriculum plan for students in the final year of high school “understand for the most part”. And their attitudes toward Joint Entrance Examination affect the school curriculum plan for students in the final year of high school trend to “agreement”.
2. There is significantly positive difference in regard to teachers’ cognition toward that Joint Entrance Examination which might affect the school curriculum plan for senior students due to their administration duty, teaching class, teaching professional subject and the school location.
3. There is significantly positive difference in regard to teachers’ attitude toward that Joint Entrance Examination affects the school curriculum plan for students in the final year of high school due to their teaching classes.
4. Noticeable positive relationship is presented regarding vocational high school teachers’ cognitions and attitudes toward Joint Entrance Examination which might affect the school curriculum plan for senior students
Keywords: vocational high school professional subject teachers, Joint Entrance Examination, curriculum, senior students cognition, attitude
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