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1
Ucar, Nihan. "Elementary School Teachers'." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608381/index.pdf.
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The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kirikkale, Malatya and Ankara in the 2006-2007 academic year. &lsquoOpinions about Assessment Questionnaire&rsquo
was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. The results showed that, teachers did not have negative views towards the implementation of the new assessment techniques in mathematics lessons. However, they needed support from curriculum experts about more suitable implementation of the assessment process. To assess the effects of teaching experience, class size and grade level they teach on the views of the teachers about their implementation of assessment techniques recommended in new mathematics curriculum, the Univariate Analysis of Variance was used. The results revealed that the opinions of the teachers about their implementation of assessment techniques offered in new mathematics curriculum did not show any significant difference according to the experience of the teachers, class size and grade level teachers teach.
2
Arslan, Meltem. "Elementary School Teachers'." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615718/index.pdf.
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The present study aimed to investigate elementary school teachers&rsquomotives to pursue a teaching career. Teachers&rsquo
motives to follow a teaching career were analyzed in terms of their gender, year of experience, graduate higher education institution, graduate high school, subject, and the presence or absence of other teachers in their families. The participants were 905 teachers from 38 public elementary schools in six central districts of Ankara. A forty-three-item, five point Likert scale questionnaire, developed by the researcher, was used for data collection. SPSS was utilized for the descriptive statistical analyses. Responses to open-ended question were qualitatively analyzed. The results of the study revealed that elementary school teachers agreed on mostly intrinsic and altruistic motives as their reasons to enter teaching. A liking for children, a desire to make a contribution to their development, and a wish for setting good models for them were among the motives teachers mostly agreed on. However, elementary school teachers mostly disagreed on extrinsic motives and miscellaneous reasons. Of the extrinsic motives the motives with the lowest mean scores were the one suggesting the financial advantages of teaching. Lastly, of the miscellaneous reasons teachers mostly disagreed they entered teaching because they did not know what else to do or they had no other choice. In other words, teachers disagreed they entered teaching because of an obligation or lack of opportunities. In conclusion, the results of this study can contribute to fill the gap in the literature on teachers&rsquo
motives to pursue a teaching career.
3
Penny, William 1947. "Male elementary teachers." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36675.
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This study examines questions of gender, masculinity, and teaching through an autobiographical exploration of my experiences as a male elementary teacher. Its twofold purpose as a self-study was to inform my own teaching through a perspective look at the entirety of my career to this point and to give my teaching a direction for its final years. In order to provide a context within which to locate this autobiography, biographical narratives of four other experienced male elementary teachers were constructed.The participants were asked, in a series of taped and transcribed interviews/conversations, to relate their experiences as male elementary teachers. The orientation of these biographical constructions followed a life history methodological approach. The participants were asked to trace their careers as elementary teachers and touch on such broad topic areas as: How they became elementary teachers? What has kept them in the classroom? How they see their roles in the context of their female colleagues? What is the future direction of their careers? What are some of the particular issues of teaching that concern them?
It was through my own participation in these conversations, and through the subsequent analysis and construction of their biographies that I was able to address these questions as they related to my own teaching. Their narratives provided a contextual backdrop for our shared experiences and a counterpoint to those experiences that are unique to each of us. I call the emergent methodology "contextualized autobiography." It was, in fact, through their narratives that my own story emerged and granted insight into issues of teaching, gender and masculinity as they exist for the male elementary teacher. The study's significance beyond the exploration of self is addressed to the political issue of the calls for more male teachers in elementary education and the assumptions on which those calls are based.
4
Chambers, Sandy Kay Bass Brown Frank. "Job satisfaction among elementary school teachers." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2010. http://dc.lib.unc.edu/u?/etd,2911.
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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2010.Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education." Discipline: Education; Department/School: Education.
5
Tutuncu, Sumeyra. "Elementary Teachers." Master's thesis, METU, 2013. http://etd.lib.metu.edu.tr/upload/12615542/index.pdf.
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The purpose of this study was to examine elementary teachers&rsquoand elementary mathematics teachers&rsquo
perceptions of mathematically gifted students in terms of teachers&rsquo
gender, year of experience and area of teaching. The data were collected from 176 elementary teachers and 90 elementary mathematics teachers from 60 state elementary schools in the center of Trabzon, in the fall semester of 2011-2012 academic year. In order to determine teachers&rsquo
perceptions of mathematical giftedness, the instrument called as Teachers&rsquo
Judgments of Gifted Mathematics Student Characteristic (TJGMSC) was used. The results were evaluated in terms of three dimensions of TJGMSC: school smart mathematics student, mathematics perspective for the real world and creative problem solver. Besides, in order to analyze the data, one-way MANOVA was conducted. The results of the study illustrated that there were no significant differences among teachers&rsquo
TJGMSC scores, in terms of their gender and year of experience. However, a significant difference was found between elementary teachers and elementary mathematics teachers in terms of their TJGMSC scores for only the dimension of school smart mathematics student. To illustrate, elementary teachers&rsquo
scores regarding this dimension were higher than those of elementary mathematics teachers.
6
Ceccacci, Margaret. "Power strategies used by elementary school principals as perceived by elementary school teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0012/MQ52450.pdf.
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Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.
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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.
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Davis, Sheila M. "Negotiating feminism, teachers in early elementary school." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ36427.pdf.
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10
Quattlebaum, Simon F. "Designing Professional Development for Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.
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Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Knowles' adult learning theory provided a frame of reference for this study. The research questions assessed teachers' perceptions of the format, content, and process of professional development programs and examined how teachers applied new knowledge, concepts, and skills offered in professional development training. A case study design was used to gather focus group data from a critical case sample of 6 elementary teachers who were participating in PD training or who had participated in PD within the past 3 years. Emergent themes were identified from the data. Findings were developed and validated with member checking. The findings indicated that these 6 teachers desired more involvement in planning relevant PD, greater time allocated to collaborative activities, and more grade-level customized programming. Implications for positive social change include improved district professional development opportunities that align with best teaching practices for effective student instruction and increased student achievement.
11
Brundage, Sara E. "Factors related to the pursuance of professional development by elementary school teachers." Diss., Online access via UMI:, 2005.
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12
Wall, Timothy J. "Evaluation of the impact of participation in the T.E.S.T. examination preparation program on elementary education teacher candidate C-BASE and PRAXIS-II performance." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5609.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on July 31, 2009) Includes bibliographical references.
13
Stapleton, Kelly. "Elementary Teachers' Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/184.
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This qualitative study explored the expectations and perceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate program at a southeastern university. The participants responded to an open-ended online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor’s roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substantial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents’ desires for school counselors to focus on the severe emotional and behavioral needs of students.
14
Ventura, Mixel, and Emelinda Figueroa. "Elementary school teachers' recognition of depression in children." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1660.
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Stapelton, Kelly, and Lori T. Meier. "Elementary Teachers’ Expectations and Perceptions of School Counselors." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5886.
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This qualitative study explores the expectations and preceptions elementary teachers have of school counselors. Participants were current or past students in an elementary education graduate progrma at a southeastern university. The participants responded to an open-endd online survey that consisted of questions that focused on the demographics of their schools and the expectations and perceptions they had of the school counselor's roles and responsibilities pertaining to both academic achievement and student behavior. Although responses varied, the data suggests that there was substatntial concern regarding the time and availability of the school counselor, implications of the use of counselors as school standardized testing administrators, and respondents' desires for school counselors to focus on the severe emotional and behavioral needs of students.
16
Ngai, Kam-tao. "An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.
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17
Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.
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18
Chan, Lai-chu. "The perspectives of the stakeholders on teacher appraisal case study of a critical incident /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23568975.
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Jacquez, Amy Michele. "The relationship between teacher personality type and job satisfaction." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3643.
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Chow, Yau-mui Helen. "A comparison of kindergarten and primary school teacher expectations for school readiness." Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18038384.
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21
Peña, Luis Rene. "How elementary school teachers think about and support parent involvement in an urban Latino elementary school." Diss., Restricted to subscribing institutions, 2008. http://proquest.umi.com/pqdweb?did=1481676701&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Tse, Wai-yuen Patrick. "An evaluation of the non-graduate teacher qualifications assessment scheme in Hong Kong : an attempt to find out if it is an effective way to provide local primary schools with appropriately qualified teachers /." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1759764X.
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23
Bulunuz, Nermin. "Understanding of earth and space science concepts strategies for concept building in elementary teacher preparation /." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-11272006-142026/.
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Thesis (Ph.D.)--Georgia State University, 2006.Title from title screen. Olga S. Jarrett, committee chair; Barbara Meyers, Geeta Verma, Susan Swars, committee members. Electronic text (235 p.) : digital, PDF file. Description based on contents viewed May 14, 2007. Includes bibliographical references (p. 185-204).
24
Joffres, Christine Elisabeth. "Beyond organizational commitment, selected elementary school teachers' work commitments." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ29134.pdf.
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MacMath, Sheryl. "Perceptions of undergraduate education students from within an elementary teacher education programme." 2005. http://hdl.handle.net/1828/807.
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Hui, Chiu Yi, and 邱憶惠. "ELEMENTARY SCHOOL CLASSROOM TEACHERS’ KNOWLEDGE." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/06833085213704834876.
Full textAbstract:
博士國立高雄師範大學
教育學系
90
This study of teachers’ knowledge described how two elementary school classroom experienced teachers developed their knowledge and action in the practical work. This case study drew on information collected over two years from interviews, classroom observations, and documents. The findings of this research were as following：First, the nature of teachers’ knowledge is identified by seven domains, structure of practice, and multiple sources. Second, teachers’ reasoning and action that is composed of three undisciplinary activities and a pedagogical process is situated and personal. Third, it is an action that teachers’ knowledge needs to be learned and changed in professional practice. It is important teachers and others playing leaders conjoin their efforts to construct knowledge of practice.
27
Juang, Shwu-Chyn, and 莊淑琴. "Elementary School Teachers'''' Beliefs of Mathematics." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/15215080445347797861.
Full textAbstract:
碩士國立嘉義師範學院
國民教育研究所
86
The purpose of this study was to understand elementay school teachers'''' beliefs about mathematics , about teaching mathematics, and about learning mathematics. Data werer collected through two phases. In the first phase, the instrument "Elementary School Teachers'''' Beliefs of Mathematics"was employed to gather data from 445Elementary school teachers in Chiayi area bout their beliefs of mathematics. The data then were analyzed by descriptive statistics, one-way ANOVA, Pearson product-moment correlation andmulti-stepwise regression analysis .In the second phase , the semi-structured interview formar was used to investigare the beliefs of mathematics held by six elementary school teachers with different beliefs of inathenatics .Interview data were recorded, transcribed and analyzed . Data analysis revealed the following results: 1.Beliefs about mathematics (1)In general, the Elementary school teachers hold a dynamic view of mathematics. (2)Elementary school teachers'''' beliefs about mathematics were significantly different by academical degree,study major, the grade of their teaching. (3)Those who hold a dynamic view of mathematics believe that mathematics is a process of inquiry, a comtinualy growing invention, and a cultural product. In contrast, those who hold a static view of mathematics believe that mathematics is consisted of unquestionable truths. 2.Beliefs about teaching mathematics (1)In general , the Elementay school teachers hold a constructive view of teaching mathematics. (2)Elementary school teachers'''' beliefs about teaching mathematics were significantly different by service age, study major, the grade of their teaching . (3)Those who hold a constructive view of teaching mathematics thought that mathematics imstruction should be organized to faciliate children''''s construction of mathematics knowledge. In contrast, those who hold a traditional view of teaching mathematics tend to express a view that they teach students mathematics knowledge directly. 3.Beliefs about learning mathematics. (1) In general, the Elementary school teachers hold a constructive view of learning mathematics. (2)Elementary school teachers beliefs about learning math were significantly different by sex, service age, study major, the grade of their teaching . (3)Those who hold a constructive view of seaching mathemarics thought that mathematics instruction should be organized to faciliate children''''s construction of mathematics knowledge .In contrast, those who hold a traditional view of teaching mathematics tend to express a view that they teach srudents mathematics knowledge directly. 4.There was a signigicat correlation between elementary school teachers'''' beliefs about mathematics, about teaching mathematics, and about learning mathematics. 5.As one of independent variables, the beliefs about mathematics was the most effective indicator of predicting upon elementarys chool teachers'''' beliefs about teaching mathematics, and about learnning mathematics .
28
Ko, Chia-Li, and 柯佳利. "Elementary School Teachers’ Conceptions About Evolution." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/47817006909587323506.
Full textAbstract:
碩士臺北市立教育大學
自然科學系碩士班
97
The objectives of this study were to investigate: (1) the status of elementary school teachers’ evolutionary conceptions, (2) the alternative conception patterns on evolutionary concepts, (3) the interrelationship among the acceptance and understanding of the evolutionary theories as well as other factors, (4) the differences of elementary school teachers’ cognition to the evolutionary theories by different background factors. This study was quantitative research primarily, the interested population was Taipei elementary schools inservice teachers. 51 schools were selected by stratified random sampling. Research instrument “Elementary School Teachers Evolutionary Concepts Questionnaire” was revised from Rutledge & Warden (2000) Indian public high school biology teachers survey and referred to our secondary biological materials. The questionnaires were sending by either e-mail or mail to collect the quantitative data for acceptance and understanding of evolutionary theories and alternative conception patterns. There were total 148 teachers who replied questionnaire. The interviewers of different patterns were selected from return questionnaire and conducted with semi-structured interview to obtain more teachers’ alternative conceptions. Data were analyzed by t-test , Pearson correlation and one-way ANOVA. The results were as follows: (1) the average scale score was 91, average scores of acceptance and understanding of evolutionary theories subscale were 76, 15 respectively. The average accuracy for understanding of evolutionary theories was 50%, the best topic was “speciation” and “meaning of evolution” poorest. (2) there were three kinds of alternative conceptions held by teachers: nature of science, evolutionary principles and natural selection. (3) A significant correlation was found between acceptance of evolutionary theory and understanding of evolutionary theory (p<.01). (4) No significant difference was found between different genders for evolutionary concepts (p<.05). (5) There was a significant difference between science background and non-science background teachers for evolutionary concepts (p<.05). (6) There were significant differences among different academic backgrounds for evolutionary concepts (p<.05).(7) No significant difference was found between science and non-science teacher positions regard to evolutionary concepts. Researcher concluded that: (1) teachers were revealed to have moderate level of acceptance of evolutionary theory and understanding of evolutionary theory . (2) teachers retained many alternative conceptions on evolutionary theories and which were classified into three patterns. (3) improving teachers’ acceptance of evolutionary theories might enhance understanding of evolutionary theories. (4) education and academic backgrounds influence teachers’ cognition of evolutionary concepts. According to this study, researcher recommended elementary teacher preparing organizations and school administrators to cultivate preservice teachers’ evolutionary conceptions and offer teachers more resources of professional developments.
29
Lee, Ting-YI, and 李亭儀. "A Study of Elementary School Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/87857799599206709057.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
101
The purpose of this research was to study stress perception of elementary school teachers who participate in the Teacher Professional Development Evaluation in Taitung County so as to realize the differences and the relations between the stress perception of teachers with different background variables from the Teacher Professional Development Evaluation and the coping strategies correspondingly. In this research,
30
Liu, Ping-Ju, and 劉萍如. "A Study of Elementary School Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/98897086873839524527.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
101
The puepose of this study is to investigate elementary school teachers in Taitung County who promote reading of process and experiences with the civil resource &auot; Philanthropic Library &auot;. This study adopted the case study method, the related data were collected and analyzed by the document analysis, observation, interview and introspection. The conclusions are in the following. (a) The present situation of the reading activity
31
Ya-Chun, Chen, and 陳雅純. "The Relationship among Elementary School Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/8mr663.
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Huang, Hsiao-Yun, and 黃曉筠. "A Study on Elementary School Teachers." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/jwk84p.
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Xiao, Bi-Hui, and 蕭碧慧. "A Study on Elementary School Teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/ewgw27.
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Yeh, Chin-Yu, and 葉金裕. "A Study on Elementary School Teachers’ Effective Teaching Behavior:Evidence from the Elementary School Teachers of Penghu Area." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/79388801322600473221.
Full textAbstract:
碩士國立臺南大學
教管所課程與教學澎湖碩士班
91
The main purpose of this study is to investigate the condition of the elementary school teachers’ effective teaching behavior. Based on the results of the research, the author tries to present the conclusions and suggestions to the educational authorities, elementary schools and teachers as a reference to improve teaching. The study adopted the methods of literature review, questionnaire survey and interview. First, the related documents were collected to research on the theory and contents of teachers’ effective teaching behavior. Second, the questionnaire survey method was employed. The questionnaires were administered to 41 elementary schools and 578 teachers in the Penghu area. The results of the investigation were analyzed and discussed by some statistical methods, such as: mean, standard deviation, t-test, and one-way ANOVA. Then, the interview method was applied to analyze the opinions and ideas of ten elementary teachers in effective teaching behavior in compensation for the shortage of the questionnaire survey. Furthermore, the empirical data of the elementary school teachers’ effective teaching behavior in each category was analyzed in detail.The research findings were stated as below: 1.In the aspect of the performance, the elementary teachers’ effective teaching behavior is above the average. 2.In the aspect of different background variables on the performance of elementary teachers’ effective teaching behavior: (1)In the teaching feedback correction, female teachers are superior to males. (2)Elder teachers are superior to other teachers in effective teaching behavior. (3)Teachers who are graduated from normal schools and junior teachers college are superior to other teachers in utilizing teaching time. (4)Teachers who have more service years are superior to those who have fewer service years in performance of effective teaching behavior. 3.In the aspect of different context variables on effective teaching behavior: (1)Homeroom teachers are superior to those who are engaged in administrative work and those who teach special subjects in the performance of effective teaching behavior. (2)Teachers who teach more students in class are superior to those who teach fewer students in class. (3)Teachers who teach in a school which has more than 24 classes perform better than those who teach in schools which have fewer classes in performance of effective teaching behavior. (4)Teachers who teach in the downtown area are superior to those who teach in remote area in performance of effective teaching behavior. 4.The analysis of all categories of elementary school teachers’ effective teaching behavior: (1)In the category of teaching clues: handle all kinds of information to enhance the effectiveness of teaching. (2)In the category of presenting teaching material: follow the logic order to teach the contents of teaching material. (3)In the category of teaching time: enforce the ability of controlling time to keep the teaching pace smooth. (4)In the category of teaching technique: make good use of body language and the skill of proposing questions; employ the teaching strategies. (5)In the category of the relation between the teacher and the students: shorten the distance between the teacher and the students positively; build the good relationship between them. (6)In the category of managing class: The teacher and students make class agreements together; adopt good classroom management. (7)In the category of feedback correction: adopt the multiple assessment to check the condition of learning; to provide feedback and correction in proper time. (8)In the category of effective teaching behavior: All the teachers have positive recognition. Based on the above research findings, suggestions were made as a reference for educational administration agents, elementary schools, elementary school teachers and future research.
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Yang, Ching-Hsiung, and 楊清雄. "A Study of Elementary School Teachers’ Instructional Problems Sampling from Elementary School Teachers in the Ponghu Region." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/27270551482898721118.
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碩士國立臺南大學
國民教育研究所
92
Abstract The purpose of this study is to investigate the instructional problems faced by many elementary school teachers in the Ponghu region. Based on its findings, conclusions and suggestions were drawn to provide administrative authorities, teacher educating and training institutes, elementary schools and teachers a useful reference to resolve their instructional problems. This study adopted three research methods: literature review, questionnaire survey and interview. Firstly, related documents were firstly researched to study theories and definitions addressing to this topic. Secondly, questionnaires were distributed to 582 teachers in 41 elementary schools in the Ponghu region. 512 effective samples were received, making the effective sample rate of 87.97%. The result were analyzed and discussed by several statistical methods: mean, standard deviation, t-test, and one-way ANOVA. Then, the interview method was conducted to analyze opinions and comments from ten elementary school teachers about their teaching problems in compensation for the shortage of the questionnaire survey. Furthermore, the empirical data of the elementary school teachers’ instructional problems in each category was analyzed in detail. The research findings were categorized as followings: 1.Elementary school teachers only suffer a minor degree of instructional problems at school. 2.In the aspect of different teachers’ backgrounds as variables toward different instructional problems: 1.Male teachers face a higher degree of problems than female teachers in the aspect of school administrations and interpersonal relations. 2.Unmarried teachers face a higher degree of instructional problems than married teachers. 3.Teachers with different educational background show no significant differences on their instructional problems. 3.In the aspect of different contexts as variables toward different instructional problems. 1.Homeroom teachers and teachers with administrative designation face a higher degree of instructional problems than teachers with supervisory designation. 2.Teachers with larger class size face a higher degree of problems on their teaching evaluation and class management than teachers with smaller class size. 3.Teachers in a school size more than 24 classes show a higher degree of problems on their teaching evaluation than those in a school size less than 6 classes. 4.Downtown school teachers perform better on their teaching evaluation and class management than teachers in schools of remote areas; teachers in the island schools have better interpersonal relations than those in other regions. 4.Methods of coping and resolving instructional problems adopted by elementary school teachers: When having instructional problems, elementary school teachers usually seek consultations from their colleagues, or simply solve their problems themselves as the primary solving methods they likely adopt. In-school teachers are the primary sources of assistants they mostly seek for help. Troubled teachers usually seek assistances from more experienced teachers or teachers with experiences of similar situations who are considered more capable of providing feasible solutions and suggestions.
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Chou, Chih-Ho, and 周志和. "The Factors of Elementary School Teachers in Internet Shopping Purchase Intention－A Case of Tainan Elementary School Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/93r2kz.
Full textAbstract:
碩士遠東科技大學
行銷與供應鏈管理研究所
101
Internet shopping is the general consumption habits of the twenty-first century. Online shopping plays an important role to office workers with the economy, the information capacity. Elementary school teachers not only possess economic stability, high academic qualifications, and internet information ability to comply with the three major characteristics of online shopping. Due to internet shoppers have concerns not being able to contact with the actual commodity and transaction security. Thus, perceived risk is to reduce the impact of one of the factors of consumers purchase will. Conservative and cautious elementary school teachers responsible for the educating children to adapt to future internet economy era. When faceing to clinical risk of consumer decision-making, there is a need to find solutions. All custermers can search for products and the knowledge of purchasing process to reduce risk, and such issue is worthy of further exploration. The study is sampled to Tainan elementary school teachers who used to internet in order to discuss perceived risk of internet shopping, consumer involvement, and purchase willingness. The study uses questionnaire sampling, stratified random sampling method, the resulting sample data to SPSS19.0 version of the statistical software package for the analysis tools, through correlation analysis, regression analysis, hierarchical regression analysis and statistical methods to discuss whethcr perceived risk has a significant impact to purchase intention or consumer involvement has an important influence to purchase intention. The study found that (1) The perceived risk has a negative significant impact to elementary school teachers who have online shopping purchase intention. (2) The perceived risk has a negative significant impact to elementary school teachers who have online shopping consumer involvement . (3) Consumer involvement have a significant positive impact on purchase intention of elementary school teachers internet shopping. (4) As there is an interference in consumer involvement, the perceived risk of internet shopping have a significant impact on purchase intention. The results of this study will provide reference to online shopping industry in order to reduce the perceived risk, to increase the involvement of consumers, thereby to increase purchase intention decisions of reference.
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Wishart, William Benjamin. "Attrition and mobility analysis of the educational and employment history of teacher education graduates at the University of Tennessee, Knoxville /." 2010. http://trace.tennessee.edu/utk_graddiss/759.
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Shen, Kun-hung, and 沈坤鴻. "Analysis of Jobs of Elementary School Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/74088939000703948442.
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碩士國立中正大學
心理學所
94
Education is the foundation of one country. Teachers affect education effectiveness. The purposes of this study is to know elementary school teachers’ job content, analyze elementary school teachers’ professional competence, and provide the resources supports teachers’ perceive as needed to teach students more effectively. The major instrument adopted in the study was a questionnaire which surveyed 106 primary school teachers from Tainan County. Through a literature review, interview, and pretests, the primary findings are summarized as follows: 1. Teachers’ job under eight dimensions: (a)planning and preparing instruction; (b)classroom management; (c)implementing instruction; (d)teaching assessment; (e)coaching students; (f)professional activities; (g)administrant affairs; (h)additional professional activities. 2. Teachers’ professional competence under five dimensions: (a) basic competence: listening, speaking, reading, writing, counting, communication; (b) teaching abilities: subjects knowledge, subjects teaching knowledge, (c) professional abilities: professional knowledge, professional skills, professional knowledge for teaching elementary school students； (d) teachers’ job performance: personal characteristics, professional belief, professional attitude； (e) other service abilities. 3. ideal teachers’ characteristics：(a)self-assured; (b)more intelligent; (c)astute; (d)trusting; (e)happy go lucky; (f)humble; (g)imaginative; (h)emotionally stable; (i)apprehensive; (j)practical.
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Huang, Chen-Tien, and 黃真瑱. "A Study of English Teachers Elementary School." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/73140672797787728551.
Full textAbstract:
碩士臺北市立師範學院
國民教育研究所
88
The purpose of this study was to discuss related topics on English teachers for elementary school. The eight main objectives of the study were (1) to realize the development of English teaching policy in elementary school,(2) to grasp the actual operation of the Ministry of Education, the Department of Education, of each country and city,(3) to examine English teacher in Teachers Normal Colleges and Normal Universities,(4) to realize the actual condition of Non-English countries’ English teaching systems,(5) to draw up the professional abilities of English teachers in elementary educational setting, (6)to investigate the competency, the in-service training opportunity, and willingness of elementary school teacher,(7) to estimate future need of the elementary school English teachers in the next 6 years (1999-2004) in Taipei, and (8) to provide recommendations for implementing English teaching policy. This study included documents analysis, questionnaire survey and trend estimate methods. Firstly, document analysis was used in order to realize the practices of English teaching systems of policy. Secondly, The Professional Ability of English Teachers in Elementary Educational Setting Questionnaire, developed by the author, was administered to 509 samples randomly selected from 60 elementary schools in Taipei with a return rate of 75%. Data were analyzed by frequencies, percentage and Chi-square. Besides, it estimated the need of English teachers in elementary school for 1999 to 2004 academic year, based on the transitumal numbers of elementary school students, birth numbers, death numbers in Taipei from years 1992 to 1997. Based on the research, the conclusions are as follows: 1. The policy development of English teaching in elementary school includes five stages: probation, preparing, experimenting, extending, and implementation. 2. The practice principle of each county’s English teaching mainly follows the regulation of Ministry of Education and Department of Education. However, there exist differences in grade level and time to be practiced, teachers’ source, in-service training courses, teaching times and overseas training program. Whereas, the source of materials and assessment was much the same. 3. Nine Teachers Colleges plan to design English teaching as minor program, English teaching training programs for bachelors, English teaching sub-programs of Language Education Department, and prepare English teaching department or graduate institute. And those universities with English Department provide programs to train those who passed English Proficiency Test. 4. Korea, Mainland China, and Holland take proactive step to teach English in elementary school; however, Japan holds conservative attitude. But all of these countries work of the course standards, try to build up systematic model of teacher training and provide multiple courses. 5. The professional competency of English teachers includes professional knowledge, basic language skills and teaching design and methods. 6. The climax year of needed number of English teachers in elementary school is 2001.Since then the number will decline year by year. 7. Elementary school teachers reported that their English professional abilities are deficiency, in-service training opportunity was not enough, and they are interested in training programs. Teachers with different positives, echrata each groud, years of work experience and teaching English experience differ at proficiency levels. Finally, based on the crueliscus, suggestions for educational ad ministration agencies, teacher training institutes, elementary schools, teachers and future study are proposed.
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Wang, Sheng-Hui, and 王勝輝. "The Vocational Worries of Elementary School Teachers." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/46149946793032932216.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
95
The main purpose of this study was to explore the vcarional worries of elementary school teachers with a view to smoothing out the difficulties they might encounter in their teaching. Out of 100,632 public elementary school teachers, the study sent 2,001 copies of questionnaire to selected teachers in proportion to the number of teachers in each region. There were 1,799 copies sent back and the response rate was 89.9%. The valid response rate was 80.7%, as 1,615 responses were valid. To analyze the data, such statistical methods as mean, standard deviation, t-test, one-way ANOVA, and Scheffe’s method were employed. The main findings of the study are as follows. Teachers with 6 to 10 years of teaching experience encounter significantly more vocational worries than those with under 5 or over 21 years of teaching experience. Compared with the group of teachers whose student number in the class is under 20, the 2 groups of teachers, whose student number is 21-30 and over 31 respectively, have significantly more vocational worries. Teachers whose schools are located in the northern, central, and southern regions significantly experience more vocational worries than their counterparts in the east.
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Shue-hue, Yeh, and 葉淑花. "Research of teachers'''' culture in elementary school." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/41785099155930808054.
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Hung, Hsuan-Yan, and 洪萱芸. "A Study of the Elementary School Teachers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/85rsmt.
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碩士中臺科技大學
文教事業經營研究所
97
The purpose of the study was to investigate the teacher satisfaction of creative campus in the elementary schools in Taichung County. in Literature analysis was used to explore the basis of management in creative campus. The instrument of the study was a self-made “Questionnaires of Teacher Satisfaction of Creative Campus in Elementary Schools in Taichung County.” The subjects were selected from elementary teachers in the county. The questionnaires were sent to 690 teachers, and 679 ones returned. There were 657 valid respondents and the usable questionnaire rate was up to 95.2%. The data collection was conducted by computer software SPSS version 12.0. The statistical methods used were t-test and one-way ANOVA. The conclusions were drawn as follows： 1. Schools pay close attention to the management of creative campus. 2. The managerial strategies for creative campus should take appropriate measures in accordance with local conditions. 3. The managerial strategies for creative campus give top priority to teachers with creativity. 4. The management of creative campus should be planned in diverse ways. Finally, some suggestions were made for educational organizations, elementary schools, and further studies.
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LIN, YI-LI, and 林怡利. "The three elementary school teachers’ breastfeeding experiences." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/32464505771301241151.
Full textAbstract:
碩士國立臺東大學
教育學系(所)
102
The study aims to investigate the three elementary school teachers’ breastfeeding experiences. This study adopts qualitative research as the main method and uses the semi-structure in depth interviews to collect data. Hope to realize the process of the teachers’ breastfeeding and analyze the affecting factors of teachers’ breastfeeding. Moreover, the study also wants to know what meaning the teachers gain from the breast- feeding experiences and how they feel about the policy of breastfeeding promoted by our government. The results of this study are as follows: 1. In the course of breastfeeding, teachers should be well-prepared the body to learn breastfeeding techniques, as well as spend time and energy doing it. 2. Teachers back to school need to do well in time allocation and have their own breastfeeding strategies. 3. Partial breastfeeding will get a long-term breastfeeding. 4. The main factors affect teachers’ breastfeeding are personal factors and social support factors. 5. The meaning of breastfeeding to elementary school teachers includes three points: （1） Through the breastfeeding experiences, teachers learn to grow from self-reflection. （2） Early exclusive breastfeeding is helpful to the consistent and continuity of breastfeeding and promotes the parent-child relationship. （3） Emotional assistance from husband has huge impact in the course of breastfeeding. 6. The intention of t the policy of breastfeeding promoted by our government is good, but there is still room to enhance the public awareness of the policy advocacy and actually implement the policy in the elementary school.
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Ching, Lee Chao, and 李昭靜. "Common Vocational Competencies of Elementary School Teachers." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/36834866681320106597.
Full textAbstract:
碩士高雄師範大學
工業科技教育學系
97
This study purports to explore the opinions of Kaohsiung elementary school teachers regarding the common vocational competence deemed necessary for their occupation, with emphasis on what differences such background variables as gender, age, education, length of service, administrative position, and so on may effect in their views on the common vocational competencies necessary for elementary school teachers. Questionnaire survey is employed and the researcher has designed a Vocational Competence Survey to this purpose,. using the method of stratified random sampling. One thousand questionnaires were sent, with 940 returns; with the invalid ones excluded, the remaining number of effective samples is 836. The following conclusions have been derived form the data compilation and statistical analysis performed thereon: 1. Gender makes no significant difference in elementary school teachers’ views on what the common vocational competencies consist of. . 2. Elementary school teachers in different age groups show no significant difference in their views on the common vocational competencies necessary for their occupation. . 3. Levels of education makes no significant difference in elementary school teachers’ views on on the common vocational competencies necessary for their occupation. Those with higher levels of education, however, tend to expect greater levels of common vocational competencies in their profession. 4. Lengths of service make no significant difference in elementary school teachers’ views on on the common vocational competencies necessary for their occupation. 5. Whether they have served in administrative positions makes no significant difference in elementary school teachers’ views on the common vocational competencies necessary for their occupation.
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Lin, Chih-Hsing, and 林志興. "Research on Elementary School Teachers’ Micropolitical Literacy." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/96410334704898631273.
Full textAbstract:
博士國立臺中教育大學
教育學系
101
This research aims to investigate micropolitical literacy of public elementary school teachers in Taiwan. The research methods include literature, survey, and semi-structured interviews. The research sample includes one thousand six hundred and eight-eight public elementary school teachers in Taiwan. After data collection, descriptive analysis, t-test, and one-way ANOVA analysis were employed to analyze the data. Twelve teachers were randomly selected for interviews. Out of the twelve subjects, three of whom were chiefs, three section chiefs, three teachers, and the other three were homeroom teachers. The findings are as follows. 1.These teachers have adequate micropolitical literacy. 2.The teachers’ micropolitical literacy varies in accordance with people they interact with. Those teachers who also work as chiefs have the highest micropolitical literacy. 3.Compared with female teachers, male teachers have higher micropolitical literacy as they interact with principals and administrative staff members. 4.The teachers who work in schools with less than twelve classes have higher micropolitical literacy than those who work in school with more than forty-nine schools. 5.The teachers who work in central and southern Taiwan have higher micropolitical literacy than those who work in northern Taiwan. 6.The teachers working in schools of which history is longer than forty-one years have better micropolitical literacy than those working in schools of which history is as long as sixteen to forty years.
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Su, Chien-Fen, and 蘇千芬. "Elementary School Teachers’ Attitudes toward School Consolidation in Central Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/53518579674438188676.
Full textAbstract:
碩士國立暨南國際大學
教育政策與行政學系
99
Abstract The main purpose of this study is to investigate the point of view the of the professionals on the merging policy for small primary schools in Taiwan. The sample of the study is selected from central Taiwan including Miaoli, Taichung, Changhwa, Yunling, and Nantou. The tool used in this study is entitled “The Questionnaire of the Consolidation Policy for Small Primary Schools.” After the analyzing of the collected data the results are shown as followings: 1. In terms of the perspective of the attitudes of the professional consolidation toward the policy: There are 51% of the samples pro it, 34.3% con this policy and about 14.7% of the samples do not show their opinion. With regard to gender, the attitudes of male educators a little bit against this policy. In detailed the female professionals have more positive attitude to the consolidation policy. The teachers whose background are over 51 years old, more than 21 years teaching length, have master degree, directors, and whose schools are located at general areas show positive attitudes toward the consolidation policy. 2. In terms of the perspective of the possible effect of consolidation policy: The degree of the attitudes is medium-high. The educators who are over 50 years old and have more than 21 years of teaching length have a positive point of view toward the possible-effect of consolidation policy. The teachers who are director and whose schools are located at the general areas have more positive attitudes toward the perspectives of “The teachers’ instruction”, “The students’ learning”, “The resources of the environment”, and “The relationship of the community.” 3. In terms of the perspective of the possible problems caused by school consolidation policy: The total degree of the point of view is medium-high. Teachers who have 6-10 years of teaching length, master degree, home-room teachers and whose schools are located at Changhwa county and remote districts have higher point of view toward the perspective of the possible problems caused by school consolidation policy. 4. In terms of the reasons of school consolidation: As for the social structure, people offset are the influential reason. The next reason is the structure of the population and the third is the trend of fewer children. The results of the study are going to be the reference for the educational institution of administration, small schools and the related future study. Key words: Primary school, small-scale of school, small-scale of school consolidation, consolidation policy
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Wei-ying, Cho, and 卓韋瑩. "Elementary School Teachers' Career Development --- The Perspective of Married Female Teachers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/03447457071911686964.
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碩士東海大學
教育研究所
93
The purpose of this research is to explore married female elementary school teachers' career development and whose viewpoint of career. A qualitative interview was carried out with seven married female teachers who have been working in public schools for at least five years and have children. According to the interviews, the researcher went to four conclusions about married female teachers’ viewpoint of career. First, they do everything they ought to do and leave their fortunes with Heaven. Second, they do their best in their jobs. Third, teaching and motherhood are often overlapping. Finally, their selves are ignored. Based on Bronfenbrenner’s(1979) ecological system theory, the researcher analyzes factors that influence women's career development according to personal reasons, microsystem, mesosystem, exosystem, and macrosystem, respectively. Five conclusions are made from this study. Firstly, the career development of married female elementary school teachers and their viewpoint of career are constantly changing as well as their career development. Secondly, they have a new interpretation of career achievement. The third finding of in this study shows that the overlap of teaching and motherhood brings both feedback and pressure. Moreover, the original family and conjugal family make a great impact on the career development of married female elementary school teachers significantly. Finally, the relationship between married female elementary school teachers and their family influence their career development. Eventually, according to some of the results and limitations of the study, the researcher provides further suggestions in this field.
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LEE, YU-CHUAN, and 李玉娟. "A Research on the Retired Elementary School Teachers' Manpower Utilization: A Case of Retired Teachers Association of Shulin Elementary School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/323435.
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碩士南華大學
國際事務與企業學系公共政策研究碩士班
105
The study was to explore the sustainable use on human resources of elementary school retired teachers. The main purpose was to understand the motivations and obstacles of retired teachers' manpower reuse; the impacts about retired teachers’ manpower reuse in their daily lives, and the ways to promote the manpower reuse of elementary school retired teachers. The research methods of this study were the literature analysis and the depth interviews. The research tool was the preparing outline, and the research subjects were the teachers from elementary school retired teachers' association in Xinbei City.In order to take different aspects of the manpower use as the purposive sampling, the researcher selected eight retired teachers as the interview samples. According to the results of the interview, the findings of this study were as follows: 1. The motives of the retired teachers’ manpower to reuse were that these retired teachers could have colleagues’ leading, have the regular lives, help others and themselves, make friends and have helpful interpersonal relationships, help families,develop their own abilities and achieve the ideas and so on. 2. The obstacles of manpower reuse on elementary school retired teachers were personal factors, family factors, social factors and government policy factors and so on. 3. The influence on retired life regarding manpower reuse after retirement were that retired teachers could have a regular life, have a healthy and happy life, learn growing and developing, enhance interpersonal interactions and communications, have a substantial life, have economic incomes, maintain social contacts, reach the self-achievement, and help adapt their retirement lives and so on. 4. The methods of promoting the manpower reuse about elementary school retired teachers were that the government should ensure the meanings and values of the use of retired manpower, provide a friendly environment, have a flexible use of the time, timely provide relevant information and relevant seminars, help these retired teachers cultivate their abilities and reinforce their strengths, make more flexible regulations for them and so on. Based on the research findings, the researcher provided some relevant suggestions for teachers, schools, educational administration organizations and future studies.
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CHANG, CHUN-LING, and 張春鴒. "The Study on the Elementary School Teachers' Views of Civil Service Pension Fund-Taking Kaohsiung Elementary School Teachers as Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/46447861196063661299.
Full textAbstract:
碩士義守大學
財務金融學系碩士在職專班
101
Mercer Consulting Limited who was appointed by Ministry of Civil Service addressed their forth actuarial report regarding the Public Service Pension Fund. The report revealed that the Public Service Pension Fund will have an un balanced problem in 2018, even likely to be bankrupt in 2027. The hidden liabilities reach up to 1 trillion and 7985 billion. The management of the Public Service Pension Fund meets a tremendous financial crisis. My research tried to study the problems of the Pension Fund from two aspects. On the one hand, trying to probe into the current status of the Pension system as well as the difficulties of this system after an amendment to the Public Service Retirement was approved in August, 4th, 2010. Moreover, my study went to compare with the Public Service retirement systems of the other developed countries as a reference that might provides solution to improve our own Pension system. On the other hand, through questionnaire I tried to find out the thoughts of the teachers about the Pension system and analyze their acceptance with the new amendment. My research used the method of questionnaire; interviewees are the teachers of elementary schools in Kaohsiung city. With the method of descriptive statistics and cross-analysis, my questionnaire tried to find out their opinions to Pension Fund and their acceptance with the reform. The result showed they were not such concerned about the relevant decrees of the Pension Fund. Up to 92.4% elementary schools’ teachers never browse the website of Pension Fund; The management of the Pension Fund: 48.1% prefer a non-governmental and professional organization; The mixture, double-level retirement system for the following new Public Service: 41.2% intend to maintain the Defined Benefit Plan; while there are also 36.65% who can accept the mixture, double-level system; The retirement age: despite of the amendment, most of the interviewees want to retire between the age of 50~55, but for younger teachers and those who serve in the country, the age of 55~60 is acceptable; The replacement rate of income: most of teachers are willing to raise the contribution rate and maintain the current pension paying level; The contribution rate: most of teachers intend that the rate can be raised year by year gradually. To sum up, the major teachers are not satisfied with the performance f the Pension Fund. According to the result I would like to propose 5 suggestions:（1）Fully communicating regarding the reform details between Authorities and the Public Service.（2）Well organizing the three levels Pension System.（3）Raising the Fund effects and appoint administrative corporation to handle the Fund.（4）Making the information of the Pension Fund more transparent.（5）Reforming the system with a gradual way. I sincerely hope that the above suggestions could help the government as they deal with the issue of Pension Fund reforms.
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Mei, Lu Hui, and 呂慧美. "A Study of the Correlation between teachers' work stress and job satisfaction of elementary school teachers --A Case of Elementary School Teachers in Kaohsiung." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/4vb5h4.
Full textAbstract:
碩士高苑科技大學
經營管理研究所
103
This study aimed to investigate the status of a national primary school teachers in Kaohsiung perceived job stress and job satisfaction relationship counties after the merger and relevance, and hoping perception studies teacher from a small country work pressure, able to measure their job satisfaction. Based on this, the present study used questionnaires to "Primary teacher job stress and job satisfaction questionnaire Kaohsiung" as a research tool, a small country on the Kaohsiung teachers investigated 40 schools were taken, the number of 323 valid samples . Data obtained from descriptive statistics to, t test, one-way ANOVA, Scheffe method, Pearson`s product- moment Correlation and simple Regression analysis data analysis. Study found: Kaohsiung Primary teachers feel for the extent of work pressure are moderate; for the degree of job satisfaction feelings belong to the upper extent; feelings of personal background variables will affect the work pressure can also affect employee satisfaction; work stress and job satisfaction showing significant correlation; and work stress and job satisfaction have predictive power.