The Relationship between the Cultivation ofCram School Teachers and TeachingEffectiveness

• Main Authors: CHUNG, CHIA-MING, 鍾家鳴
• Other Authors: WU, SHENG-CHING
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/bupwnk

碩士 === 大葉大學 === 管理學院碩士在職專班 === 107 === After a series of educational reforms, Taiwan’s education system still uses entrance examinations as a means of school admission. Cram schools aiming at helping students get school admission exist to fulfill this purpose. While cram schools are not a formal part of the country’s education system, what they do is no less than the act of educating per se. After all, students going to cram schools are there to learn, just as they do in normal schools. With this in mind, more emphasis should be placed on the quality of cram school teachers and their teaching effectiveness. Only by doing so can cram schools achieve sustainable operation. The purpose of this study is to probe into the relationship between the cultivation of cram school teachers and teaching effectiveness. Since cram school teachers play a part in education admission, the legitimacy of cram school teachers should be acknowledged and accepted. By justifying the roles of cram school teachers, we can ensure that these teachers better understand and thus fulfill their responsibilities, which in turn is beneficial to students, parents, cram school teachers and cram schools. As part of the research, teaching courses were conducted to cultivate cram school teachers, with the actual training process summarized and explained within this study.It is concluded that the cultivation of cram school teachers is highly correlated to their teaching effectiveness. by testing the results against the teaching effectiveness recognized by cram schools,student registration rate after taking trial classes, and the retention rate for new sessions. Keywords: Cram School Teachers, Teaching Effectiveness, Cram Schools, the Operating Effectiveness of Cram Schools