Junior High School Teachers’ Understanding, Opinions and Attitudes Towards 12-Years Compulsory Education Policy- a Case of Junior High School in Taichung City

• Main Authors: Lu, Shu-Wen, 盧姝彣
• Other Authors: Ho, Li-Hsing
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/57903707469432947898

碩士 === 中華大學 === 科技管理學系碩士班 === 102 === The purpose of this study is to investigate junior high school teachers’ understanding, opinions and attitudes towards 12-years compulsory education policy. 12-years compulsory education policy is the largest education reformation in Taiwan in recent years. However, there have been great debates regarding the policy. Since teachers are the ones who most directly influence students and the class atmosphere with their teaching, they thus play important roles that decide whether the education ideals can be really fulfilled. With this notion, this research aims to explore their opinions and attitude towards the new policy. The study adopts quantitative research by using self-developed questionnaire to collect data. The subjects are teachers in one junior high school in Taichung City and convenience sampling strategy is used. This questionnaire is divided into five aspects. They are teachers’ understanding of the policy, teachers’ opinions towards the entrance qualification items, teachers’ opinions about how the policy affects students, teachers’ opinions towards the supplementary measures and teachers’ attitudes towards the policy. The findings are summarized as follows: 1. For the understanding of the policy, teachers know the best about the goal and ideals of this reformation and know the least about the supplementary measures that support the reformation. 2. For the opinions towards the entrance qualification items, taking 12-years compulsory education entrance exams gets the best approval; getting grades according to school selection sequence and doing public service get the least approval. 3. For teachers’ opinions about how the policy affects students, the mean score is below 3, that shows teachers don’t think the policy has positive effects on students. 4. For teachers’ opinions towards the supplementary measures, most teachers think that teachers’ training programs and teacher evaluations may occupy the time of doing their lesson plans and classroom management. And teachers don’t think that the government has enough supplementary measures to support the policy. 5. For teachers’ attitudes towards the policy, the mean score is below 3, that shows teachers don’t have positive views on the development of the policy. 6. Male and female teachers have no difference on these five aspects. 7 For entrance qualification items, effects on students, opinions towards the supplementary measures and attitudes towards the policy, teachers teaching art, PE and activities have more positive views than teachers teaching study subjects, such as Chinese, math, English, etc. 8. For entrance qualification items, teachers under age 30 have higher agreement than teachers more than 51 years old. 9. For entrance qualification items, teachers who have teaching experience under 5 years have higher agreement than teachers having experience more than 6 to30 years. 10. For entrance qualification items, substitute teachers have higher agreement than other formal school teachers and homeroom teachers. For the effects on students, administrative teachers and substitute teachers have more positive views than other formal school teachers and homeroom teachers. For the supplementary measures, administrative teachers and substitute teachers have more positive views than other formal school teachers and homeroom teachers. For the attitudes towards the policy, homeroom teachers are the group that is the least optimistic towards the policy.