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研究生:邱世長
研究生(外文):Chiu Shih Chang
論文名稱:台北縣國小教育人員的專業孤立及其調適策略之研究
論文名稱(外文):The study of teachers'' professional isolation and accommodative strategies at elementary schools in Taipei county
指導教授:---
學位類別:碩士
校院名稱:國立台北師範學院
系所名稱:國民教育研究所
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:1998
畢業學年度:86
語文別:中文
相關次數:
  • 被引用被引用:14
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本研究旨在了解台北縣國小教育人員專業孤立的現況、來源、調適策略,並據以提出建議,期能作為改善國小教育工作環境,提昇國小教育專業品質的依據。 本研究兼採文獻分析、訪談,以及問卷調查法進行研究,並根據文獻探討、研究目的以及待答問題,編製「教育人員專業孤立之調查問卷」,然後依照台北縣的學校類型,分層抽樣調查台北縣1461名教育人員(樣本佔母群的10.39%),並將所得資料透過平均數、標準差、百分比、單因子變異數分析、薛費氏事後比較等統計方法考驗後,獲得下列結論:一、 整體專業孤立狀況上,國小教育人員的專業孤立程度屬於中度孤立,但是 若就專業孤立的三個層面(知性孤立、社會孤立、心理孤立)加以比較, 則以知性孤立最為嚴重。二、 國小教育人員的專業孤立狀況因職務、年齡、年資、配偶職業、學校地理、 學校規模、學校類型的不同而有所差異。三、 國小教育人員專業孤立的主要來源,一則來自客觀的專業工作條件所形 成,另一則為個人主觀的因素所形成。四、 國小教育人員專業孤立的來源因職務、年齡、年資、學校地理、學校規模、 學校類型的不同而有所差異。五、 國小教育人員主要以適應策略及突破策略面對專業孤立狀況。六、 國小教育人員的調適策略因性別、職務、年齡、年資、學歷、配偶職業、 學校地理、學校規模、學校類型的不同而有所差異。七、 國小教育人員運用調適策略的情形與其專業孤立程度有關,高度專業孤立 的教育人員,較常運用適應與逃離策略來因應專業孤立困境;低度專業孤 立的教育人員,較常運用突破策略來因應專業孤立困境。 根據上述結論,提出下列幾點建議,作為改進教育人員專業孤立困境的參考:一、 教育行政機關應該修法增加教育人員餘暇時間,以利互動。二、 教育行政機關應該成立教育支援中心。三、 教育行政機關應該實施教師分級制度。四、 學校行政領導應該促進校內的互動。五、 學校行政領導應該增進校際的合作。六、 教育人員應該多用突破策略。七、 教育人員應該參與教育專業組織。
The purpose of this research was to investigate the professional isolation problem of elementary school teachers in Taipei County. Through the study of the current situation, original cause and existing accommodate strategy of the mentioned professional isolation of teachers. This study tried to provide some suggestions that could be a starting point for the improvement of the working environments of the elementary education and quality of the education. The research was proceeded through the review of related literature, face to face interview and sampling questionnaire survey. A questionnaire was conducted to gather the data from 1461 school teachers through out the different types of elementary schools all over the Taipei County. The descriptive statistics and one-way ANOVA were used to analyze data, and the following conclusions were made︰1. Under the consideration of over-all Professional Isolation, our elementary teachers are rated as medium degree of this issue. If we divided professional isolation into more detail categories, intellectual isolation, social isolation and mental isolation, we have more serious isolation on the intellectual field.2. The situation of professional isolation of elementary teacher is affected by their job position, age, serving period, family members, and geography of school, size of school and type of school.3. The major of the professional isolation could be come from the objective job conditions and subjective personal factors.4. The major of professional isolation is also affected by job position, age, serving period, geometry of school, size of school, the type of school.5. Although there are three strategies to deal with the professional isolation, adjusting strategy and break-through strategy are more commonly adopted.6. The accommodative strategy is affected by the gender, job position, age, serving period, geography of school, size of school, type of school.7. The tendency for elementary teacher to choose their accommodative strategy is related to the degree of their professional isolation. Teachers having high professional isolation tempt to use the adjusting and run-away strategy to solve their strait. As to those teachers with lower professional isolation degree is usually apply the break-through strategy to deal with their professional isolation problem. The following suggestions were recommended to solve the professional isolation problem︰1. The educational law should be amended by the education administrative department to increase the spare time for teachers to have interaction outside school.2. An educating supporting center is essential in an education system and should be supported by the organization of education administrative department.3. Education administrative department should proceed with the leveling system of teacher.4. The administrative leader of school must create the opportunity of interaction in the school.5. The administrative leader of school should encourage the inter-school cooperation.6. School educators should train themselves to use break through strategy as much as possible during problem solving.7. School educators should join the professional organization of education.
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