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The research is aimed to study the differences of the job recognition among the military training instructors, and to understand furthermore the difference of the above two under various background variables. The approach used is firstly to know the job categories and items of the military training instructors through documents, and then to collect and sort the information from Central Part Office of Ministry of Education and Department of Military Training Education, and at last to compile the questionnaire of the development needs of the military training instructors’job cognition, which is based on the discussing materials of the documents. This research divides the job cognition of the military training instructors into five aspects, including teaching of military training, students’ life coaching, campus safety, school administration and military training administration. The target studies are the military training instructors serving in senior high and senior vocational schools all over the country, and they are subdivided into military training director, section chief of life coaching and military training instructors in general. The questionnaires were distributed to 500 military training instructors selected by stratified sampling method, and retrieved 486 samples. The 482 usable samples were analyzed by SPSS.PC to treat of the correlation between the population statistics variables and the job cognition of the military training instructors from different backgrounds. The research applied Logistic Regression Model. Let the job cognition of the military training instructors be the studying object, and population statistics variables be explanatory variables. It is discussed about the noticeabl relationship between the job cognition of the military training instructors and the population statistics variables.
According to the results of analyzing the questionnaires, the findings are listed as follows:
1. In the aspect of the normal college education of cultivating cadets, which has apparent relations in military training education. But as for student guidance, it has completely different relations ; in the aspect of campus security, that cadets trained in normal forces colleges has more obvious relations ; but as for campus administration, it has less relations. In the aspect of military training affairs, it has the most relations.
2. In the aspect of military training teaching, being unit chiefs have less relations;but as for student guidance, it has completely different relations ; as for campus security, it presents obvious relations ; in the aspect of school administration, it has most part of relations, while as for military training affairs, it also has strong relations.
3. The rank of lieutenant major, in the aspect of military training teaching, has most obvious relations ; as for student guidance, it has part of relations ; in the aspect of campus security, it presents completely apparent relations ; as for school administration, it has most apparent relations, while in military training affairs, it has completely obvious relations. We draw some conclusions based on the empirical results:
1. In the aspect of military training teaching, possessing the ability of nice expression is most important.
2. In the aspect of students’ life coaching, the ability of dealing with crises is most important.
3. In the aspect of campus safety, the ability of handling students’ accidents in general is most important.
4. In the aspect of school administration, the ability of communicating and coordinating and interacting with others is most important.
5. In the aspect of military training administration, the degree of familiarizing with the business in charge of is most important.
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