A Study of the Relationship between Leisure Participation and TeachingEffectiveness on the Elementary School Teachers in Tainan County

• Main Authors: Wan-ching Chang, 張婉晴
• Other Authors: 王逸峰
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/72336811469941001103

碩士 === 南台科技大學 === 休閒事業管理系 === 98 === Our study is aimed to probe into the relationship between leisure participation and teaching effectiveness on the elementary school teachers. We adopted documentary analysis and questionnaire survey as our research methods, and up to 742 public elementary school teachers in Tainan County were inquired and investigated. According to the answers offered by the participants, we respectively adopted mean value, standard differences, t test, one-way ANOVA, Scheffe method, Pearson product-moment correlation, etc. for statistical analysis. The study results were: 1. The current situation of leisure participation for elementary school teachers is not particularly focused on certain leisure time activities, and the frequency of their participation is considered rather low. 2. The teacher efficacy is evaluated as mid to high level by the elementary school teachers themselves. 3. There was a remarkable dissimilarity in holistic teaching effectiveness for elementary school teachers of different educational background. School teachers with master’s or doctor’s degree attached more importance to the teacher efficacy. 4. The relationship between leisure participation and teaching effectiveness on the elementary school teachers was remarkably and positively interrelated. 5. School teachers who participated and enjoyed leisure time activities are tended to upgrade their teaching effectiveness. The characterization of the relationship between the two of them is divided into four categories: (1) Enrich teaching contents and provide teaching material. (2) Relieve and reduce stress due to hard work, and to promote a healthy mind and body . (3) Help school teachers to stabilize their emotions, and to improve the relationship between the teachers and the students. (4) Introspect teaching imperfection, and to inspire ideas and to activate deliberation. According to the study results, we hereby submit our suggestions to the elementary school teachers, the elementary schools and the educational authority.