| Summary: | 碩士 === 國立屏東教育大學 === 教育行政研究所 === 97 === With the yearly increase of newly-immigrated women and their children in Taiwan, their children somehow have reached the stage of receiving compulsory education but they tend to have low achievement at school. Their families cannot offer proper help for the children on school lesson; therefore, the role that school plays is relatively vital. Studies concerning the learning support after school for the children are gradually drawing the attention. There are three purposes for this research: first, the learning satisfaction of the children attending the learning support after school; second, the teaching satisfaction of the teachers attending the learning support after school; third, as the reference for the learning support after school in the aftermath. This study uses questionnaire inquiry to collect data. The sample schools are those who have the newly-immigrated children attending the learning support after school from first to sixth grade. Among the total 487 questionnaires sending to the students, 380 are returned, with a return rate of 76%. Meanwhile, among the total 236 questionnaires sending to the teachers, 210 are returned with a return rate of 87%.The findings of this study are as follows:
1.For the learning satisfaction of students:
（1）The students'' background such as gender, class, sifted and mothers
with difference citizenships have no significant difference in students’
learning satisfaction. However, the differences of the grades and
attending time have significant differences in the satisfaction of the
students toward the learning support after school.
（2）As a whole, students were satisfied with and reassured of the effect
and practice of learning support after school.
2.For the teaching satisfaction of teachers:
（1）The teachers'' background such as teachers’ function, guidance
experience of newly-immigrated children, and scale of teachers’
school have no significant difference in teachers’ teaching
satisfaction. However, the differences of teachers’ seniority have
significant differences in the satisfaction of the teachers toward the
learning support after school.
（2）As a whole, teachers were satisfied with and reassured of the effect
and practice of learning support after school.
（3）To build up complete learning support after school program for
newly-immigrated children.
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