A Study on the Relationships between Professional Development Evaluation and Classroom Management Efficacy of Elementary School Teachers
| Autor: | Chang-Mei Cheng, 鄭嫦玫 |
|---|---|
| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 This study attempted to understand teachers' professional development evaluation and classroom management efficacy among elementary school teachers. In order to explore the differences between teachers' professional development evaluation and classroom manage-ment efficacy, teachers of different background were analyzed. Questionnaire survey was employed for the study, and subjects of study comprised a body of qualified elementary school teachers in Yilan County. A total of 416 questionnaires were distributed, 385 question-naires were collected, and which contained 355 valid questionnaires. The percentage of valid responses was 92.21%. After questionnaires were collected, t-test, one-way ANOVA, product-moment correlation, and stepwise regression analysis were conducted by use of the SPSS for Windows 17.0 software. The findings were as follows： 1. Elementary school teachers perceived more teachers' professional knowledge in the aspects of “ class coaching” and “curriculum design and teaching”. 2. Overall, most elementary school teachers perceived an intermediate level on the effect of teachers’ professional development evaluation. 3. Elementary school teachers perceived higher efficacy in “teaching” and “space planning” aspects of classroom management. 4. Female teachers’ perception of teachers' professional knowledge is better than male teachers in Elementary school. 5. The regions, the class size of the schools in which the teachers teach, or the variables concerning the teachers’ personal backgrounds had no significant difference on the effect of teachers' professional development evaluation. 6. Their perception of classroom management efficacy significantly varied across variables including sex, current posts and taught grade. And, female teachers are better than male teachers’, homeroom teachers are better than directors, lower grades are better higher grades. 7. Teachers' professional knowledge and classroom management efficacy were significantly and positively related. 8. Teachers' professional knowledge could predict classroom management efficacy. Based on the above conclusions, some suggestions were proposed as a reference for the authority concerned, school administrations, teachers, and future researchers. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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