A Study of the Relationship between the Elementary School Teacher Perception of "Remedial Teaching Programme" Administrative Support and Remedial Teaching Efficacy in Kaohsiung City

• Main Authors: Lee, Hsiu-Chen, 李秀貞
• Other Authors: Liu, Qing-Zhong
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/43325012063180826719

碩士 === 國立屏東大學 === 教育視導與評鑑碩士學位學程 === 103 === This study aims to understand the relationship between the elementary school teacher perception of "remedial teaching programme" administrative support and remedial teaching efficacy in Kaohsiung City.The main purposes of the study is to 1)understand the current status of the elementary school teacher perception of "remedial teaching programme" administrative support and remedial teaching efficacy in Kaohsiung City ;2) compare the perceptional differences among teachers of different backgrounds the elementary school teacher perception of "remedial teaching programme"administrative support and remedial teaching efficacy in Kaohsiung City; 3) investigate how the motivation for the elementary school teacher perception of "remedial teaching programme" administrative support to remedial teaching efficacy. This study adopted the Investigation Research Method. It also involved a adapt survey questionnaire named “Investigation Questionnaire of the elementary school teacher perception of remedial teaching programme”. The subjects in this research were the teachers from public elementary schools in Kaohsiung City. By stratified random sampling method, the study sent out 542 official questionnaires, with 502 questionnaires returned of which 483 were usable questionnaires, achieving a return rate of official questionnaires at 89.11%. The data of this research was analyzed using descriptive statistics, t-test, one-way ANOVA, and multiple stepwise regression analysis. The study then came to the conclusion that: 1. Elementary school teachers responding well to school administration support, and"Activity implementation" is the highest. 2. Elementary school teachers ' teaching efficacy results are very good, with " the teachers and students interact " highest performance. 3."Male", "10 years service" and "service for more than 21 years" of elementary school teachers in "administrative support" has a higher sense of identity. 4. As "remedial teaching staff" and "12 classes school" of elementary school teachers in "remedial teaching programmes" have higher performance. 5. The teacher of remote districts has better performance on"learning performance". 6. "Administrative support" to "teaching effectiveness" have moderately positive effects, with "the principle advocated" can best enhance the effectiveness of teaching. Finally, according to the above discoveries and conclusions, some suggestions are presented, serving as a reference to elementary school principals, administration of the school, teachers and the future research.