A study on the relationship of the self-directed learning readiness and the professional growth of elementary school teachers in Nantou County

• Main Authors: Ming-hua Lee, 李明樺
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/93060792806081648821

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 98 === The purpose of the study is to discuss the relationship between the self-directed learning readiness and the professional growth of elementary school teachers in Nantou County. The study aims to include understanding the present state in the self-directed learning readiness and professional growth situation of elementary school teachers, exploring the differences in the self-directed learning readiness and the professional growth of elementary school teachers from different backgrounds, discussing the relationship between the self-directed learning readiness and the professional growth of elementary school teachers, and analyzing if the self-directed learning readiness of elementary school teachers could predict the professional growth. To achieve the objectives mentioned above, we analyze relevant literature as the basis of the compilation questionnaire between the self-directed learning readiness and the professional growth of elementary school teachers in Nantou County. Questionnaire was the tool for data collection. We sample elementary school teachers in Nantou County by stratified sampling. Each of the 575 subjects was given a questionnaire to fill out. A total of 525 questionnaires was returned. Out of those, 88.9% was valid (511 out of 575). After the statistic analysis, conclusions were made from statistical results. Following is the summary of the study: 1. Elementary school teachers’ self-directed learning readiness is above the average, especially in “preference in learning.” Comparison with this, “Independent in learning” is not very good. 2. Elementary school teachers’ professional growth is above the average, especially in “Interpersonal communication.” Comparison with this, “Curriculum and teaching” is not very good. 3. Elementary school teachers who are male, with higher educational background and with the post of deans, have higher self-directed learning readiness. 4. Elementary school teachers who are older than the age of 51, senior in teaching experience and with the post of deans have higher professional growth. 5. Elementary school teachers’ self-directed learning readiness was correlated with their professional growth. 6. Elementary school teachers’ self-directed learning readiness has a good prediction in their professional growth. Especially for the “efficiency in learning” has the best effect in the professional growth. Finally, based on these results mentioned above, this research can offer some suggestions for the education authorities, schools, elementary school teachers, and prospective researchers. Key words：self-directed learning readiness, professional growth