The Study of The “After-School Alternative Program” Implemental Situation in Junior High Schools of Pingtung County

• Main Authors: Sue-Chin Tseng, 曾淑勤
• Other Authors: Wen-San Huang
• Format: Others
• Language: zh-TW
• Published: 100
• Online Access: http://ndltd.ncl.edu.tw/handle/31824722447114716177

碩士 === 國立高雄師範大學 === 教育學系 === 99 === The purpose of this study is trying to explore The “After-School Alternative Program” Implemental Situation in Junior High Schools of Pingtung County. This study summarized the literature and research as a basis of the tool of questionnaire . This research project investigated 495 educators at the junior high schools in Pingtung County , and collected 332 valid questionnaires, response rate 72%, 93% available. Surveying tools include " questionnaire on administrative operation of After-School Alternative Program of Pingtung County, "" questionnaire on recognition of After-School Alternative Program " and " questionnaire on the problem of implementing the After-School Alternative Program." valid samples were analyzed via descriptive statistics, t-test, one-way Anova, Pearson Product-Moment Correlation, and stepwise multivariate regression. This research concluded the following: 1. Junior high school teacher of Pingtung County gave a positive response to both local government and school administrative operation . 2. Junior high school teacher of Pingtung County are aware of the contents of After-School Alternative Program. 3. Junior high school teacher of Pingtung County consider that there are problem exist in implementing the After-School Alternative Program. 4. There are 4 different background variable ,”years of teaching,””education level,””school scale” and if the teacher is handle on the affair of the program has difference point of views of Pingtung County administrative operation . 5. There are 5 different background variable ,”years of teaching,””education level,””school scale,” if the teacher is handle on the affair of the program” and “if the teacher is teaching for the program” has difference cognition of the After-School Alternative Program policy. 6. There are 2 different background variable ,”years of teaching, and “if the teacher is teaching for the program” has difference point of views of the plight of the After-School Alternative Program policy. 7. Administrative operation is closely related to policy the cognition of the After-School Alternative Program policy. 8. Administrative operation is closely related to policy the plight of the After-School Alternative Program policy 9. Administrative operation is closely related to the teacher’s cognition of the After-School Alternative Program policy. 10. Administrative operation can highly predict teacher’s cognition of the After-School Alternative Program policy. 11. Administrative operation and teacher’s cognition can Slightly predit the plight of the After-School Alternative Program policy