[[alternative]]The Study on Factors Affecting The Proficiency Cognition of High School Teachers Participating Trainings in Central Taiwan Technical Teaching Center

碩士工業教育與技術學系[[abstract]]本研究旨在探討高中職學校教師參與中區技術教學中心辦理的研習成效認知影響相關因素，據以改進辦理研習活動之內涵，提昇研習效益。並提供教育行政主管機關、師資培育訓練機構、台灣省各區域性技術教學中心、各高中職學校及未來研究之參考。 研究樣本以曾參加中區技術教學中心八十九與九十年度辦理研習之教師718位為研究母群體，隨機分層抽樣250位，有效問卷回收數226份（90.4%）。以「高中職教師參與中區技術教學中心研習成效認知影響因素之研究」調查問卷，蒐集資料，進行統計分析，獲得下列重要結論： 一、 高中職學校教師對於參與中區技術教學中心研習成效認知影響因素，重要性依序為「研習環境」、「參與動機」、「講師與教學」、「研習課程、」「教材教助」、「教學與行政」、「成就需求」、「學習能力」。 二、 對於中區技術教學中心辦理的教師研習活動整體成效認知表達了高度的肯定，對於增進教師的專業實務操作教學能力，尤為顯著。但研習成果的分享、流通、擴散、應用方面，則待加強改善。 三、 參與研習之高中職教師以41-50歲者最多，30歲以下最少。此與目前高職教育轉型有很大相關，年輕的專業科目教師以研修第二專長學科為主。 四、 私立學校教師參加這類研習活動屬少數僅佔25%，極待教育政策來引導，以平衡整體高職教育品質。 五、 大部份教師對「研習環境」、「講師與教學」、「研習課程」、「參與動機」等層面的看法，均偏向正面良好的。但在「學習能力」層面的看法則較低。 六、 教師的性別、年齡、擔任職務、學校隸屬在「研習情境」的符合程度看法中有顯著差異存在。男性教師在「研習課程」、「教學與行政」、「參與動機」、「研習環境」、「成就需求」、「講師與教學」及整體的「研習情境」之看法符合程度上優於女性教師；年齡高者「參與動機」優於年齡低之教師；兼行政職務者在「教學與行政」層面之看法優於一般教師；公立學校教師在「參與動機」上優於私立學校；至於教師的學歷及服務年資等因素均無顯著差異存在。 七、 教師的任教科別在「研習成效認知」中有顯著差異存在，其他性別、年齡、學歷、服務年資、擔任職務、學校隸屬等均無顯著差異存在。 八、 高中職學校教師對於「研習情境」與「研習成效認知」呈現顯著水準的正相關。在「研習情境」上「研習課程」對「講師與教學」層面有最高的顯著正相關；「參與動機」層面與整體的「研習情境」有最高的顯著正相關。 九、 「教學與行政」對教師的「專業知能」、「成果擴散」、「教學能力」及整體的「研習成效認知」均最具預測力。[[abstract]]The purpose of this study was to investigate the factors that affect the cognition on the learning achievement of high school teachers attending the training held by Central Taiwan Technical Instructional Center (CTTIC). The result of this study can be used to improve the substance of training and to promote the effect of it. Moreover, the study was aimed to provide a reference for the educational authorities and other regional Technical Instructional Center (TIC) in the future development and research on related subjects. The 718 teachers, who had joined the CTTIC training in 2000 and 2001, were taken as the parent population for the study. Among them, 250 were stratified random sampled, and 226 out of 250 (90.4%) effective questionnaires were returned. The information was collected by virtue of the questionnaire titled “The study on factors affecting the proficiency cognition of high school teachers participating trainings in CTTIC”. In the analysis, several statistical methodologies such as frequency distribution, percentile, T-test, Pearson’s product-moment correlation, one-way ANOVA and multiple stepwise regression were adapted. From this study, nine important conclusions are listed below: 1. The factors that affect the cognition on the learning result of high school teachers participating in CTTIC training, according to their importance, can be ranked as: “Circumstances of training”, “Motivation of participation”, “Instructor and teaching”, “Studying courses”, “Instructional content and aids”, “Instructional administration”, “Achievement demand”, and “Leaning ability”. 2. The study gives high recognition to CTTIC for the achievement on its training, especially in the improvement of teacher’s expertise and instructive competency. However, as regards to the sharing, circulating, spreading and further application of the training results, it still remains rooms to improve. 3. The age demographics have shown that the majority of trainees are between 41-50, rarely below 30. Because of the Department of Education’s policy on “Transformation of Vocational Schools”, younger teachers would rather join the second-specialty type training instead of the training in CTTIC. 4. Only 25% of trainees came from private vocational schools. It requires the education authorities to establish new educational policies to guide them in order to balance the quality of education between public and private vocational schools. 5. Most teachers have a positive view towards “Circumstances of training”, “Instructor and teaching”, “Studying courses” and “Motivation of participation”, while giving low evaluation on “Leaning ability”. 6. Factors, such as teacher’s gender, age, school and position in the school, show remarkable differences on the extent of “Circumstance of training” affecting the training results. Male teachers generate higher scores than female teachers in “Studying courses”, “Instructional administration”, “Motivation of participation”, “Circumstances of training activity”, “Achievement demand”, “Instructor and teaching” and integral “Studying condition”. Elder teachers score higher than younger teachers in “Motivation of participation”. Teachers with administrative responsibilities generate higher scores than those without administrative responsibilities in “Instructional administration”. Public school teachers score higher than private school teachers in “Motivation of participation”. Nevertheless, teacher’s educational background and seniority do not cause significant differences in this study. 7. “Teacher’s teaching subjects” has remarkable differences in “Learning effect cognition”, other factors such as gender age, educational background, school and position in the school do not show obvious differences. 8. For teachers of ordinary and vocational high schools, they presented obviously positive correlation in “Studying condition” and “Learning effect cognition”. As for “Studying condition”, “Studying courses” has the highest apparent positive correlation with “Instructor and teaching”. “Motivation of participation” has the highest apparent positive correlation with integral “Studying condition”. 9. “Instructional administration” shows to be the most predicable to teacher’s “Expertise”, “Result spreading”, as well as “Instructional competency” and integral “Learning effect cognition”