| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 103 === Abstract
This research aimed to discuss The Impact of Teachers’ Achievement Motivation and Professional Development Evaluation Cognition on Participation Willingness for Junior High School Teachers in Kaohsiung City. In order to achieve the research’s goal, the teachers, belong to junior high school in Kaohsiung City and aged between twenty-sixth to twenty-thirteenth, have joined the evaluation of teachers'' professional development. This study used convenience sampling. A formal questionnaire was distributed to 350 Junior High School teachers in Kaohsiung City and with 285 valid returns at response rate of 81.42%. This Research Tool reference studies to modify compiled. The collected data was analyzed by descriptive statistics, independent t-test, one-way ANOVA, Point-biserial Correlation product-moment correlation and so on.
The conclusions are the following:
1.The performance of junior high school teachers’ recognition is good.
2.There were significant differences in the consciousness of Prefessional Development Evaluation Cognition between the junior high school teachers with different duties and acquiring the highest certificate.
3.There were significant differences in the consciousness of achievement motivation of the junior high school teachers between different ages and areas.
4.There were significant differences in the Participation Willingness between the junior high school teachers with different duties, areas, participative time and acquiring the highest certificate.
5.The Prefessional Development Evaluation Cognition is positive correlated with the
Participation Willingness.
6.The Teacher’s Achievement Motivation is not significant positive correlated the
Participation Willingness.
Keywords : Kaohsiung City, Junior High School Teachers’, Teacher’s Achievement Motivation, Prefessional Development Evaluation Cognition, Participation Willingness
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