A Study of the Relationship between Substitute Teachers’ Intrinsic and Extrinsic Motivations and Creative Teaching in Elementary School

• Main Authors: Cheng, Shih-Lan, 程詩嵐
• Other Authors: Lin, Yao-Sheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/07466427566798905841

碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 99 === This study is to investigate the status, difference and predictability of professional competence and administrative effectiveness for substitute teachers in elementary schools of New Taipei City and Taipei City. Concrete suggestions will be proposed for educational administrative departments develop better considerations as they managing substitute teachers in elementary schools. The study is based upon a survey. This investigation was confined to substitute teachers in elementary schools of New Taipei City and Taipei City during the 99th school year. The tool used was developed by the researcher, and titled “A Questionnaire regarding the Internal and External motivations of Elementary Substitute Teachers and their Teaching Creativity”. The study sample was taken from stratified random sampling, and totaled 592. The conclusions are shown below : 1. Most substitute teachers in the elementary schools of New Taipei City and Taipei City have stronger intrinsic motivation than extrinsic motivation. 2. Most substitute teachers in elementary schools of New Taipei City and Taipei City have strongly creative teaching abilities. 3. Female substitute teachers in elementary schools scored significantly higher than male substitute teachers in “task involvement”,“interest”, and “evaluation concerns”. Male substitute teachers in elementary schools scored significantly higher than the female substitute teachers in “a focus on money or other tangible incentives”. 4. Substitute teachers from 31 - 40 years of age scored significantly higher than teachers under 30 in “competence”. 5. The substitute teachers not graduating from universities of education scored significantly higher in intrinsic motivations than those graduating from universities of education. 6. Substitute teachers with “7-9 years” or “above 10 years” of service scored significantly higher for intrinsic motivations than those of 1-3 years and 4-6 years. 7. Substitute teachers serving in schools with less than 12 homeroom classes scored significantly higher in extrinsic motivations than those serving in schools with homeroom classes numbering more than 61. 8. Substitute teachers not graduating from universities of education performed higher than those graduating from universities of education in terms of “pedagogy” and “teaching methods”. 9. The more intrinsically motivated substitute teachers are, the more creative their teaching methods; and the same holds for extrinsic motivation. 10. With regards to creative teaching, substitute teachers in elementary schools of New Taipei City and Taipei City place “competence” as the most important dimension of intrinsic motivation, and “recognition concerns” as the most important dimension of extrinsic motivation.