The Study on Textbook Support Policy Tendency and Work Pressure for Junior High School Teachers With Taipei County as Example
| Autor: | Hsin-Lung Chen, 陳信龍 |
|---|---|
| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 The purpose of this study is to probe into the circumstance and correlation for textbook support policy tendency and the work stress for Junior High School teachers in Taipei County. The objects of the study were 600 teachers selected from public Junior High Schools in Taipei County based on school size using the random stratified cluster sampling method. There were 484 questionnaires collected and analyzed using Descriptive Statistics Analysis, Chi-square Test, Independent Sample t-test, One-way ANOVA and Multiple Regression Analysis, and the results are as follow: 1. Teachers in Junior High School generally support the “one guideline, choose one textbook from multiple editions” policy as well as “one guideline, choose multiple textbooks from multiple editions” policy, however, the “one guideline, choose one textbook from multiple editions” policy is more recognizable by teachers over the “one guideline, choose multiple textbooks from multiple editions” policy. 2. Most pressure experienced by Junior High School teachers in Taipei County comes from teaching. Second to pressure from teaching, source of Junior High School comes from student performance and textbooks selection. Least amount of pressure is administrative related. 3. Junior High School teachers with different backgrounds varies in their textbook policy support tendency, details of the discrepancies as below: (1) Gender, teaching experience and school location has no difference over support tendency toward textbooks policy. (2) Teachers’ age below 30 express higher support for the “one guideline, choose one textbook from multiple editions” policy and teachers' age between 41-50 have higher support tendency for the policy implementation of “one guideline, choose one textbook from multiple editions” policy. (3) Teachers who graduated from general Universities have higher tendency in supporting the “one guideline, choose one from multiple editions” policy and consider “one guideline, choose multiple textbooks from multiple editions” policy encourage diversify student learning. (4) Teachers who teach the subject for entrance examination agree that “one guideline, choose multiple textbooks from multiple editions” policy fit in with the social change demand and have higher support for the policy. (5) Teachers who teach in the smaller sized school consider that “one guideline, choose one text book from multiple editions” policy may decrease learning stress for students. 4. Different variables may lead to discrepancies in work stress, as below: (1) Female teachers experience higher stress than male teachers in school administrative matters, tuition, student performance and overall working stress. (2) Teachers aged below 30 suffer more pressures in textbooks selection than those age between 31 to 40 and 41 to 50. (3) Teacher who graduated from general universities feel more teaching pressure than those graduated from universities of education and graduate schools. (4) Teachers’ with less than 5 years of teaching experience suffers higher pressure than those with 11 to 15 years of experience. (5) Teachers who teach the subject for entrance examination bear more pressure than those teachers who teach the subject not for entrance examination. (6) Teachers in school with less than 24 classes have higher pressure in textbooks selection than teachers in school with 25 to 60 classes and over 61 classes. (7) Teachers from township perceive higher pressures than those from counties. 5. The school textbooks selection model, diversified learning and working pressure intensity are negatively related to the support for “one guideline, choose one textbook from multiple editions” policy, which serves a predictive purpose. Whereas the support for the policy positively related to performance for the practicing stage, testing contents and decrease in stress, which also possess predictive value. The school textbooks selection model, the testing contents and stress decrease and working pressure intensity are negatively related to support for “one guideline, choose multiple textbooks from multiple editions” policy, this can be viewed as a predictive factor. Conclusions and suggestions of this study are offered to the administration agency of education, schools and teachers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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