Elementary School Teachers` perception of school moral education environment, teachersBehavior of moral beliefs in education and moral education

• Main Authors: Huang wei chi, 黃瑋琦
• Other Authors: 廖本裕博士
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/93197499371856800989

碩士 === 國立臺東大學 === 教育學系(所) === 100 === The purpose of this research is to investigate the relationships among school environment, teaching belief and teaching behavior of character education in elementary school. Besides, to understand different variables of the background that teachers’ feel in Taitung and to propose some suggestions according to the results and implications of this study. This study would be built by theoretic basis and research skeleton upon literature review, and refer to those reviews to design the research apparatus, and then use survey research method to single out 384 teachers from 21 junior high schools in Taitung County so as to get 322 effective samples. The statistic methods include item analysis, t-test, one-way ANOVA, and structural equation model (SEM). The conclusions of this research found include that: 1. Elementary school teachers perceived school environment, teaching belief and teaching behavior of character education are in good condition. 2. The perception of elementary school teachers at school environment of character education differs according to various backgrounds, such as ages, school locations, and the service training experiences of teachers. 3. The perception of elementary school teachers at teaching belief of character education differs according to various backgrounds, such as ages and the service training experiences of teachers. 4. The perception of elementary school teachers at teaching behavior of character education differs according to various backgrounds, such as years of service and the service training experiences of teachers. 5. The assessment of proper fit is supported in Structural Equation Modeling among school environment, teaching belief and behavior of character education. It can explain the relationships of the above three main variables. The results are summarized as follows: the school environment and teaching belief are positively significant on teaching behavior. The school environment is positively significant on teaching belief. Furthermore, the teaching belief has a mediating effect on the relationship between school environment and teaching behavior.