| Summary: | 碩士 === 中臺科技大學 === 文教事業經營研究所 === 103 === The purpose of this study was to investigate the present status and the relation between teachers’ perceptions of the professional role in junior high schools in Taichung City and teachers’ professional growth in 12-year basic education and their relation. This study was conducted quantitatively based on questionnaire survey adopting self-compiled questionnaire “teachers’ perceptions of the professional role in junior high schools in Taichung City and teachers’ professional growth in 12-year basic education” on teachers in Taichung City. The questionnaires were distributed among 695 subjects with stratified random sampling, and 664 effective datasets were collected, with a collection rate of 95.53%. The data were analyzed with statistic approaches of mean, standard deviation, t-test, one-way analysis of variance, Pearson product-moment correlation, and multiple regressions by software SPSS, which revealed the following results: (1) The perceptions of junior high teachers of the professional role in Taichung City reached high level, with the dimension “professional knowledge and ability” standing out; (2) teachers’ professional growth in 12-year basic education in Taichung City reached high level, with the dimension “effective teaching” standing out; (3) there were significant differences in the perceptions of the professional role for teachers with different genders, positions, sizes and locations of the school, generally or in certain aspects; (4) there were significant differences in the 12-year basic education professional growth for teachers with different durations of service, positions, sizes and locations of the school, generally or in certain aspects; (5) the perception of the professional role was correlated positively to teachers’ professional growth in 12-year basic education; (6) there was effective predictive power of the perception of the professional role on teachers’ professional growth in 12-year basic education, with the dimension “professional growth” performing the best on teachers’ professional growth in 12-year basic education. Finally, some suggestions were proposed for teachers, school administrations, educational administrations, and future researchers based on our results.
|
|---|
