A Study on Elementary Teachers’ Job Involvement and the Opinions on Teachers’ Professional Development Evaluation

• Main Author: 蕭雯靜
• Other Authors: 余坤煌
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/26858260807626684935

碩士 === 國立嘉義大學 === 教育學系研究所 === 101 === The purposes of the study were to understand the differences of situation of Teachers’ Job Involvement and the perspectives on Teachers’ Professional Development Evaluation, and to investigate the relationships between them. The research adopted the questionnaire survey method. The survey was conducted with a sample of elementary schools teachers in Yunlin county, Ciayi county, Chiayi city and Tainan city. The valid questionnaires were 352. The data was analyzed by spss18.0 with descriptive statistics, t-test, one-wav ANOVA and Pearson product-moment correlation. The main discovery of this study are： 1. The elementary school teachers’ job involvement are middle-high level. The highest involvement is “job evaluation”. The agreement on Teachers’ Professional Development Evaluation is middle-high level. The highest agreement is “evaluation standard”. 2. Different education background and duty elementary school teachers have obvious differences on job involvement. The grade on Elementary school teachers who graduate from graduate are higher than those from teacher’s college after the comparison by scheffé method（p＜.05）. The grade on Elementary school teachers who are administrative personnel are higher than those are classroom Teacher after the comparison by scheffé method（p＜.05）. 3. Different education background and duty elementary school teachers have obvious differences of the opinions on teacher’s professional development. The grade on Elementary school teachers who graduate from graduate are higher than those from college after the comparison by scheffé method（p＜.05）. The grade on Elementary school teachers who are administrative personnel and subject teacher are higher than those are classroom teacher after the comparison by scheffé method（p＜.01）. 4. There are relationship between teachers’ job involvement and the opinions on teachers’ professional development evaluation（r=.490）. In addition, this research intends to offer government and elementary suggestion respectively to carry out Teachers’ Professional Development Evaluation and future study.