| Summary: | 碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 99 === The aim of the study is to investigate, in the current condition, the situation of the Yunlin
elementary school teachers’ participation motivation of in-service education and teaching
effectiveness. Also, it aims to understand the personal background factors which influence
teachers’ participation motivation of in-service education and teaching effectiveness.
There are five research purposes as follows:
1. To understand the current condition and differences of Yunlin elementary school
teachers’ in-service education.
2. To understand the current condition and differences of Yunlin elementary school
teachers’ teaching effectiveness.
3. To investigate the relationship of Yunlin elementary school teachers’ participation
motivation of in-service education and teaching effectiveness.
4. To investigate the prediction of Yunlin elementary school teachers’ participation
motivation of in-service education on teaching effectiveness.
5. Based on the results, to propose concrete suggestions as references for elementary school
teachers, school administration, education administration authorities, and researchers in the
future.
The literature review of the study includes theories about teachers’ participation motivation
of in-service education and teachers’ teaching effectiveness, as well as related studies on
teachers’ participation motivation of in-service education and teaching effectiveness.
The study adopted the survey research method- questionnaire survey. It used the self-made
questionnaire of “the relationship of Yunlin Elementary School Teachers’ participation
motivation of in-service education and teaching effectiveness.” The participants were selected
from the teachers who teach in Yunlin County. The questionnaire survey was conducted by means
of stratified random sampling. 416 teachers were sampled and 320 effective questionnaires were
retrieved. The 77% response rate was calculated. With the following collected quantitative data, the
data was analyzed and concluded with the results. The findings and conclusions are shown as
follows:
1. Middle-degree performance is found in participation motivation of in-service education
related to overall teachers’ performance.
2. Middle-degree performance is found in teaching effectiveness related to overall teachers’
performance.
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3. Interest in cognition is the strongest motivation among the teachers’ participation
motivation of in-service education.
4. The performance of creating a fine learning atmosphere is better achieved in the teachers’
teaching effectiveness.
5. Gender, age, education, and the major way of in-service education in a recent year result in
significant difference in participation motivation of in-service education.
6. Marital status, year of service, position of job, and scale of school do not result in
significant difference in participation motivation of in-service education.
7. Gender, marital status, scale of school, and the major way of in-service education in a
recent year result in significant difference in the teachers’ teaching effectiveness.
8. Age, education, year of service, position of job result in no significant difference in the
teachers’ teaching effectiveness.
9. Moderate positive correlation is found in the teachers’ participation motivation of
in-service education and teaching effectiveness.
10. Teachers’ participation motivation of in-service education is predictive of teaching
effectiveness.
Suggestions of the study are as follows:
For the education administration authorities,
1. Emphasize the importance of teachers’ professional development and satisfy teachers’
needs of in-service education with planned activities in accordance with their needs..
2. Formulate assessment indicators for effectiveness of teachers’ participation of in-service
education
3. Increase different accesses to in-service education.
For the school administration,
1. Encourage the teachers to participate in in-service education more.
For the teachers,
1. Teachers are encouraged to have peer-exchanges, share experience, and
realize that participation in in-service education is the elementary school
teachers’ responsibility for lifelong learning.
For research in the future,
1. Participants.
2. Research tool.
3. Methodology.
Key words: elementary school teachers
in-service education
teaching
effectiveness
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