A Study on Elementary School Teachers’ Perceptions and Self-Efficacy of Implementation for the Character and Moral Education

• Main Authors: Hsin-Yi Lin, 林欣毅
• Other Authors: Wu, Ming-Ching
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/51117723017129881168

碩士 === 淡江大學 === 教育政策與領導研究所碩士班 === 97 === The purposes of this study were to investigate elementary school teachers’ perceptions and self-efficacy of implementation for the character and moral education, including the status quo of and differences in teachers’ perceptions and self-efficacy of implementation due to their background variables, as well as the relationship between teachers’ perceptions and their self-efficacy of implementation. A questionnaire survey was used to collect empirical data. Subjects of the survey were 585 teachers from 40 elementary schools in Taipei County by stratified random sampling method. The data obtained by questionnaire survey was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation analysis and stepwise multiple regression analysis. Conclusions of this study were as follows: 1.Elementary school teachers’ perceptions for the character and moral education in elementary schools were extremely well. 2.Elementary school teachers’ self-efficacy of implementation for the character and moral education in elementary schools were averagely well. 3.There were significant differences in the perceptions and self-efficacy of implementation among teachers with different background variables. 4.There was significant positive correlation between the elementary school teachers’ perceptions and self-efficacy of implementation for the character and moral education. 5.The elementary school teachers’ perceptions had the significant predictive power toward the self-efficacy of implementation for the character and moral education. Based on findings and conclusions, some suggestions were proposed for schools, teachers as well as further studies.