| Summary: | 碩士 === 國立清華大學 === 教育與學習科技學系 === 105 === This paper aims at exploring elementary school teachers’ perceptions in the administrative support of school’s offering remedial teaching implementation program (RTIP) in Taoyuan, Hsinchu and Miaoli as well as the status quo of teachers’ participation attitude (PA), and the relation between them were also analyzed. This study was conducted adopting questionnaire survey, and 684 elementary school teachers from 96 elementary schools were selected based on stratified random sampling according to their sizes. A total of 521 valid questionnaires were collected and the recovery rate was 76%. The collected data were analyzed as descriptive statistics, independent sample t test, one-way ANOVA, canonical correlation and stepwise multiple regression. The obtained results are as follows:
1. The degree of the administrative support of elementary school teachers’ perception on RTIP reaches medium-high. The perception of “service attitude” is the highest, while that of “parent-teacher communication” is the lowest.
2. The degree of PA reaches medium-high. The perception of “teachers’ teaching” is the highest, while that of “national policy” is the lowest.
3. There is significant difference on gender, service year, highest education, position-in-charge, school region and school size in elementary school teachers’ perception on RTIP.
4. There is significant difference on highest education, position-in-charge, school region and school size in teachers’ PA.
5. There is significant canonical correlation on the administrative support of teachers’ perception on RTIP and teachers’ PA. “Service attitude” is the most influential in the former one, and “school administration” is the most influential in the latter one.
6. The five layers of “curriculum and teaching,” “teaching resources,” “service attitude,” “professional growth” and “parent-teacher communication” in elementary school teachers’ perception on RTIP have predictability toward teachers’ PA, among which “service attitude” is the most significant.
Based upon the aforementioned results, this study proposed some recommendations as reference to the educational administrative institutions, school administrative units as well as follow-up researchers.
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