| Summary: | 碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 107 === Abstract:
This study, via adopting the methods of questionnaire survey and literature review, mainly aimed to explore the relationship between the perceived stress of teachers derived from the in-service training and their teaching effectiveness in the elementary schools of New Taipei City . The main purposes of this study were:
1.To understand the perceived stress of the teachers of the elementary schools in
New Taipei City while taking in-service training.
2. To understand the teaching effectiveness of the teachers in the elementary schools in New Taipei City, while taking in-service training..
3. To analyze the differences in the perceived stress of teachers with different backgrounds, while taking in-services training in New Taipei City.
4. To analyze the differences in the teaching effectiveness of teachers with different backgrounds, while taking in-services training in New Taipei City.
5.To explore the relationship between the perceived stress and the teaching effectiveness of teachers taking in-service training in New Taipei City.
6.To propose suggestions, based upon the research findings, as useful references for the related policies reform in the future.
By using a self-designed questionnaire, and through stratified random sampling, this study has chosen 425 teachers in the elementary schools in New Taipei City as the survey samples. 417 valid questionnaires were collected and analyzed, and the valid response rate was 98.1%.
The main conclusions of this study can be summarized as follows:
1.The perceived stress of teachers taking in-service training was considerably high, and the highest stress was perceived in the dimension of “academic study”, while the stress from the dimension of “working” was the least.
2. The teaching effectiveness perceived by teachers was positive and high, and the dimension of “good learning atmosphere or climate" received the best remarks, but the dimension of “effective utilization of teaching assessment" was not so well- remarked.
3. On the whole, the perceived stress of teachers varied significantly with their educational qualifications, their time of taking in-service training, and the duration of their in-service training.
4. On the whole, the perceived teaching effectiveness of teachers varied significantly with their time of taking in-service training.
5. There were significant differences in the perceived stress and teaching effectiveness of teachers in terms of individual dimensions, respectively.
6. There existed low positive correlations between the perceived stress of teachers and their teaching effectiveness, both from the overall perspective and individual perspective.
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