The Relationship among Education Professional Cognition, Teaching Styles and Teaching Effectiveness of Elementary School Teachers

• Main Authors: Shu-chen Hsu, 許淑真
• Other Authors: Fei-chuan Chen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/33216447114319490475

碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 100 === Abstract This study was to investigate the current situation and relationship among ducation professional cognition, teaching styles and teaching effectiveness of elementary school teachers in Yunlin county. The research method of the study was questionnaire inquiry. The research tool was self-designed ”Questionnaire for current teaching Situation of Elementary school teachers” Using a stratified sampling method, in totally 154 elementary schools with 3118 school teachers in Yunlin county, 408 effective samples were collected from 46 schools. After collecting the data, analyzed the data by using descriptive analysis, t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression. The conclusions of this study are: 1. The perception with education professional cognition in elementary school teachers in Yunlin county locate a high level, “professional ethics” is the highest. 2. The teaching styles of elementary school teachers in Yunlin county are student-centered style. 3. The teaching effectiveness of elementary school teachers in Yunlin county locate a high level, “Teaching materials and presentation” is the highest. 4. According to years of service, teachers take different attitudes on the teaching effectiveness, but according to different sex, education background, different position, school size, teachers don’t take different attitudes on the teaching effectiveness. 5. The higher the education professional perception of elementary school teachers in Yunlin county, the higher the teaching effectiveness will be raised. 6. Different teaching styles can affect the grade of teaching effectiveness. 7. The education professional perception can predict the teaching effectiveness, especially the aspect of “professional ability”. 8. The teaching styles can predict the teaching effectiveness, especially the aspect of teaching leadership “student-centered” style. According to the conclusions of this study, it provides the references for the educational administration, school, teacher and further research.