| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 107 === Abstract
This study aimed to discussthe relationship between the perception of 12-Year Basic Education Program and job involvement for public junior high school teachers in Kaohsiung , as well as the current situation; to explore the different effects of demographic variables onthe perception of 12-Year Basic Education Program and job involvement and then to explore the correlation ofthe perception of 12-Year Basic Education Program and job involvement. Finally, multiple stepwise regression was used to predict job involvement.
This study used questionnaire survey method. The research samples were the public junior high school teachers in Kaohsiung . 600 questionnaires were distributed to 31 schools in Kaohsiung , 561 of them were returned, and only 443 of them were valid with an effective rate of 73.38%. The data was analyzed through the statistics method of factor analysis, reliability analysis, descriptive statistics, dependent sample one-way ANOVA, dependent-samples t-test ,independent-samples t-test, one-way ANOVA, Pearson product-moment correlation coefficient, and multiple stepwise regression. The major findings of this study are summarized as follows:
1. Teachers show median-upper level of perception in 12-Year Basic Education Programcurrent situation. The perception of admission method is the highest, while the perception of goals is the lowest.
2. Teachers show median-upper level of perception in job involvement current situation. The perception of job enthusiasm is higher than the perception of job identification.
3.Teachers with graduate school degree and teachers who hold the post as office directors have higher perception of 12-Year Basic Education Program.
4.Teachers with graduate school degree and teachers with at least 21 years of teaching experience show higher perception of job involvement.
5.There’sa respectively positive correlation between the perception of 12-Year Basic Education Program and job involvement.
6.The perception of 12-Year Basic Education Program show significant predictability to job involvement. The perception of curriculum and teaching has the most significant predictive power.
Based on the above research findings, some suggestions are provided to the educational authority concerned, schooladministrations, junior high school teachers and future researchers.
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