| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 98 === The purpose of this study is to investigate the current situation of teachers’ professional growth and commitment in Taichung county elementary schools, the differences of individuals’ perception and the correlation among the variables.
An author self-edited questionnaire "Taichung county elementary school teachers’ professional growth and teachers’ professional commitment" is used in order to conduct this study. The source population is teachers from public elementary schools in Taichung county, Taiwan in 2009 and the method of Stratified Random Sampling is adopted. Therefore, a total of 620 questionnaires are distributed to 62 public elementary schools. 573 questionnaires are returned, the return rate 92.4%.
After coding and eliminating the ineffective questionnaires, a total of 527 questionnaires are used in this study. The effective percentage is 85%. The collected data in effective questionnaires is calculated and analyzed by the statistical analysis tools – SPSS (Windows 12.0 version). This analysis method includes, Descriptive Statistics, t-test, One-way Analysis of Variance (one-way ANOVA), Pearson Product-moment Correlation Analysis (Pearson Product Moment Correlation).
According to the results of data analysis, the conclusions are summarized as follows:
1. In Taichung county, elementary school teachers’ perception of their professional growth achieves an average score of 3.93 in the five-point scale for each question, which is good. The performance of "professional spirit and attitude" is the best.
2. In Taichung county, elementary school teachers’ perception of their professional commitment is revealed from an average score of 4.27 in the five-point scale for each question which was quite good. The performance of "professional ethics and relationship" is the best.
3. Female teachers are better than male teachers both in all aspects of professional commitment and the overall scores. However, generally speaking, there is no difference between female and male teachers in the performance of professional growth.
4. Elder teachers (45 years old or above) is better than middle-age teachers (from the age of 35 to 45 years old) and younger teachers (under the age of 35 years) in the performance of professional growth.
5. Elder teachers (45 years old or above) have higher performance than younger teachers (under 35 years old) in their professional commitment.
6. Those teachers who have substituted for a few years and later obtained teachers’ certificate have higher performance in teachers’ professional commitment than the others. However, there is no difference among all of groups in the performance of professional growth in general.
7. Experienced teachers’ (teaching for more than 20 years) performance in the professional commitment is better than inexperienced teachers (teaching for 5 years up to 10 years) However, there shows no difference among all ages in the performance of professional growth.
8. Teachers with the director position have higher performance than other teacher groups in the professional growth. However, their performance in the professional commitment is simply higher than homeroom teachers.
9. In whole, it shows positive correlation between teachers’ professional growth and professional commitment in the elementary schools.
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