| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 98 === The main purpose of the research is not only to explore the content and needs of the teacher’s professional growth in the Taipei municipal elementary schools, but also to understand the difference of the content in the teacher’s professional growth.
The method of the study is by questionnaire. The samples are collected from teachers in the Taipei municipal elementary schools. By Stratified Random Sampling, it gets 524 copies of valid questionnaires. All the data are analyzed by the method of statistics which are the analysis of average, standard deviation, independent sample t-test and one-way ANOVA.
The conclusions of this study are as follows:
1. General speaking, the progress of teacher’s professional growth in the Taipei municipal elementary schools reaches the standard of ‘good’ level.
2. Of all categories, the progress of teaching professional attitude shows the standard of the best in the content of teacher’s professional growth; while the progress of studying further shows the other way.
3. In general, the correlation of teacher’s professional growth with age, years of service, and present job position is significant. While its correlation with sex, the latest degree, scale of school, and the age of the school is insignificant.
4. The primary way of teacher’s professional growth of the Taipei municipal elementary schools is the lectures and seminars held in and outside of the school.
5. Teachers consider summer vacation is the most suitable period of time for the professional growth.
6. The growth activities which focus on professional teaching knowledge and skills are the best choice for teachers. Also, these categories are much more beneficial for them.
7. The main source of lecturers for professional growth activities comes from teachers with professional skills and knowledge.
8. Teachers whose age between 41 and 51 perform the best in the professional growth.
9. Teachers whose years of service between 16 and 25 perform the best in the professional growth.
10. The teachers and directors are superior to the teachers and section chiefs, homeroom teachers, and subject teachers.
11. Teachers expect that the activities of professional growth are diversified.
12. Teachers expect that the activities of professional growth are systematically planned.
13. Teachers value upon campus ethics and experience delivery.
The researcher offers the above suggestions based on this study. And these may be used as reference resources for educational administrative agencies, school administrative units, teacher’s training institutions and elementary school teachers to arrange the plan of professional growth.
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