| Summary: | 碩士 === 國立屏東教育大學 === 社會發展學系 === 98 === Abstract
Teachers promote the educational quality through teaching effectiveness by using linguistic strength, knowledge and experiences for all diverse students. First, researchers analyze the literatures of teaching effectiveness, teacher belief and teacher perolexity teaching. Second, we implement the questionnaire survey for instructional quality, interview with teachers and analyze responses of elementary school teachers in Ping-Tung County for discovering the effective factors in the educational quality. Finally, we create the pilot models of instruction for elementary school teachers to improve teaching efficiency in Ping-Tung County.
Literature-review and questionnaire-survey were employed in this research. This study was adopted literature-review and questionnaire-survey method and was taken the teachers in Pingtung County as the population. There are 600 valid copies returned. The raw data were analyzed by statistical methods of mean, description of statistics, t-test, one-way ANOVA, and Scheffe´s posteriori comparisons. The statistical analyses were made according to the results of questionnaires.
According to the results of statistical analyses, the conclusions of the study were as follows:
1. Teachers in different regions all have positive viewpoints about instructional efficiency.
2. In the factor of teaching strategies and teaching research, instructional efficiency of male teachers have higher agreement than female teachers. Furthermore, teachers with more years of teaching experience also have better performance in teaching efficiency than teachers with less years of teaching experience.
3. In the factor of teaching strategies and teaching evaluation, instructional efficiency in the classes with less students are with higher performance than the classes with more students.
4. In the factor of teaching management and class management, teaching difficulties of teachers with more years of teaching experience are higher than teachers with less years of teaching experience.
5. In the factor of educational administration asistance in school and interpersonal relationships, teaching difficulties in the schools with less classes are higher than the schools with more classes. Furthermore, teaching difficulties in the classes with less students are also higher than the classes with more students.
6. In the factor of educational administration asistance in school, teaching difficulties in further regions are higher than those in the cities and the towns next to the cities.
7. Instructional efficiency was significantly correlated with teaching difficulties.
At the end, according to the research results and conclusions mentioned above, there were some recommendations for the educational administration authorities, teachers in elementary school and the further research in the future.
Key words: teachers of elementary school, teaching difficulites, Instructional Quality, Instructional Efficiency
|
|---|
