A study of perceptiveness on administrative support and teaching effectiveness of the ethnic language in the elementary schools among aboriginal areas

• Main Authors: TIAN CHUN HUEI, 田春惠
• Other Authors: 王瑞壎
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/36354212059020152238

碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 103 === This study is based on related bibliographies and self-edited questionnaire as “A study of perceptiveness on administrative support and teaching effectiveness of the ethnic language in the elementary schools among aboriginal areas”, and randomly take samples in Hualien, Taitung, Nanto, Pingtung and Taoyuan Counties. There are400surveys have been sent out and 350 surveys have been received back.The recovery rate is 87.5%. The conclusions summed up as follows: 1.Awareness of the aboriginal elementary school administrative support is unsatisfactory,with the highest level of policy coordinate and professional growth. 2.Awareness of the tribal language teaching efficiency in aboriginal elementary school is satisfactory, with the highest level of teaching strategies. 3.In the case of the overall perception of ethnic language administrative support, not because of the teachers of different background variables, but there are significant differences. 4.There is significant difference of teachers’ teaching efficiency on the variable of the teachers’ background as their school location and teacher's qualificationsteaching seniority.However, there are no significant differences on the variables of the teachers’ age, gender and professional background. 5.The correlation between schools’ administrative support and teachers’ teaching efficiency was positive. The higher the administrative support is, the higher the teaching efficiency will be, and so is the vice versa. 6 Aboriginal elementary schools’ administrative support is a significant factor of teaching efficiency. Keywords: ethnic language teaching, school administrative support, teaching efficiency