| Summary: | 碩士 === 國立屏東教育大學 === 教學視導碩士學位學程 === 100 === The study aims to explore the current situations and the relationship among teachers’ beliefs, professional growth and teaching effectiveness in elementary schools. To achieve the purposes of this study, the method of questionnaire survey was utilized. The teachers from public elementary schools of Kaohsiung City in Academic Year 2010, were surveyed through the questionnaire of “The elementary school teachers’ beliefs, professional growth and teaching effectiveness”. By the stratified random sampling method, the survey was conducted with the samplings of 600 teachers. A total of 569 questionnaires were retrieved, achieving a return rate of 94.83%. The valid samples were 546 in total and the available rate was 91%. SPSS for Windows 17.0 version was adopted to calculate and analyze the data from the valid questionnaires. The statistical analyses operated in the study include descriptive statistics, the analysis of variance for dependent samples, t-test, one way analysis of variance (one-way ANOVA) and stepwise multiple regression analysis.
According to the results of research, the conclusions of this study were mentioned as follows:
1.Generally, the elementary school teachers had positive teachers’ beliefs, common view of professional growth, and good performance in teaching effectiveness.
2.Teachers with 11-15 teaching years had better performance in teachers’ beliefs.
3.Teachers who graduated from graduate institude had higher performance in teaching effectiveness.
4.Teachers in medium-sized schools had higher teaching effectiveness.
5.Teachers who were serving as teacher and director concurrently showed better performance in “human interaction”of teachers’ beliefs.
6.Subject teachers showed worse performance in “class management and guidance”of professional growth.
7.Elementary teachers’ beliefs could improve teaching effectiveness. And “teacher-student relationship” had the most influence in the aspect of teachers’ beliefs.
8.Elementary teachers’ professional growth could improve teaching effectiveness. “Teaching professional perception” had the most influence in the aspect of professional growth.
9.Both elementary teachers’ beliefs and professional growth could improve teaching effectiveness. And “teaching professional perception” had the most influence in these two aspects of teachers’ beliefs and professional growth.
Finally, based on the conclusions, some suggestions are proposed to the
related authorities, elementary schools, teachers and futurer studies.
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