A Study on the View of the Gifted Education Teachers in Junior High School for Personal Characteristics Factors of the Bright Underachievers and for the Opinions of the Reversal Strategies Given by the Schools

• Main Authors: He,Jia-Wei, 何嘉偉
• Other Authors: Lai,Cuei-Yuan
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/w5nwpy

碩士 === 國立彰化師範大學 === 特殊教育學系資賦優異教育碩士班 === 105 === Summary The main purpose of this study is not only to understand the point of view of the gifted education teachers in junior high school for personal characteristics factors of the bright underachievers and for the opinions of the reversal strategies given by the schools, but also to realize the differences caused by different background variables respectively. In the Questionnaire, the object of the survey was 233 gifted education teachers in junior high school, and the research tool is called "Questionnaires of the view of the gifted education teachers in junior high school for personal characteristics factors of the bright underachievers and for the opinions of the reversal strategies given by the schools". The data were analyzed by descriptive statistical analysis, t test analysis, and ANOVA analysis. The conclusions are as follows: (1)The degree for overall view of the gifted education teachers in junior high school for personal characteristics factors of the bright underachievers and for the opinions of the reversal strategies given by the schools is high-intermediate level. The variable with the highest score is the reversal strategies given by the schools; the variable with the lowest score is perfectionism. (2) For overall view for personal characteristics factors of the bright underachievers and for the opinions of the reversal strategies given by the schools, the degree that male teachers shows is significantly higher than female ones do. (3) For overall view for personal characteristics factors of the bright underachievers and for the opinions of the reversal strategies given by the schools, the degree from the gifted education teachers who have taught bright underachievers is higher than those who haven’t. (4) There is a significant difference due to the age of the teachers in terms of "self-concept", "learning motivation" and "school reversal strategy." (5) Teachers with different teaching years show no significant differences both in personal characteristics factors of the bright underachievers and in the opinions of reversal strategies given by the schools. (6) Teachers in different positions lead to significant differences in the variable called "learning motivation" and "school reversal strategy". (7) Teachers with gifted education background also show no significant differences both in personal characteristics factors of the bright underachievers and in the opinions of reversal strategies given by the schools. Based on the results of the research, the relevant suggestions put forward by this study hopefully provide the basis as a reference for the gifted education personnel, school administrative units, parents of gifted students and future researchers.