A study on the professional development activities for the elementary school teachers' Needs

[[abstract]]本研究旨在探討國民小學教師專業發展活動需求類型與內涵之現況，並比較不同背景變項下，國民小學教師在專業發展活動需求上的差異情形。研究方法採問卷調查法，以台灣中部地區（台中市、彰化縣、南投縣）三縣市之公立國民小學教師為研究對象，問卷於2013年六月中旬寄發中部地區三縣市60所國民小學，共875份問卷，回收690份問卷，回收率達79％。資料回收整理後，以描述統計、獨立樣本t考驗、單因子變異數分析等方法進行統計分析。 依據分析結果與發現，本研究獲致以下結論： 一、各專業發展活動類型之整體需求為中等程度。 二、個人型、小團體型與大團體型教師專業發展活動內涵之需求均為中高程度。 三、國民小學教師專業發展活動類型會受到學校規模與學校所在地區的影響而有顯著差異。 四、國民小學教師專業發展活動內涵會受到最高學歷、服務年資、擔任職務、學校規模等背景變項之影響而有顯著差異。 本研究亦根據研究結果提出以下九項建議。 一、依教師專業發展活動類型需求，推動與規劃適當進修活動。 二、教師專業發展活動類型之安排應該因地制宜。 三、多規劃以研習課程、講習或夥伴式同儕對話進行教師專業發展。 四、辦理專業發展活動時應求多元並契合教師之需求。 五、落實教師專業發展進修制度，訂定評鑑機制。 六、針對教師需求縝密規劃專業發展方式。 七、進行教師專業發展需求評估，作為規劃學校本位專業發展活動之依據。 八、鼓勵國民小學教師擔任行政職務，以從中學習經驗與獲得外界刺激。 九、建立學習型組織或策??盟，以落實學校專業發展與進修。[[abstract]]This research is aiming at exploring the needs of elementary school teachers’ professional development activities in middle areas of Taiwan. And the study also compares the different background variables to realize the current status and differences in teachers’ needs. The research method used in this study is questionnaire survey. The research subjects are teachers working in public elementary schools in middle areas of Taiwan, i.e. Taichung City, Zhanghau County and Nantou County. There are 875 questionnaires sent to the 60 elementary schools. Result is collected based on 690 effect samples and 79% of effect sample rate. After gets back the data, the study applies descriptive statistics, independent sample t-test and One-way ANOVA to explore. Results are listed as follow: 1. Teachers’ overall needs on each type of professional development activities is on medium level. 2. The needs on personal, small groups based, and large groups based development activity contents are in medium-high level. 3. The needs on each type of professional development activities would be significant different between the background variables of school scale and region. 4. The needs on professional development activity contents would be significant different between academic background, seniority, duty and school scale. According to the findings, the study proposes the following suggestions: 1. According to the type of teachers’ professional development activity needs, government agencies should promote and plan appropriate activities. 2. Different type of professional development activities should be planned according to local conditions. 3. Government agencies could organize more seminars, workshops or peer dialogue professional development for teachers. 4. Professional development activities should be planned diversely and executed to fit teachers’ needs. 5. Implement teacher professional development training with evaluation and reward systems. 6. School administrators should plan professional development activities carefully according to teachers’ needs. 7. Evaluate teachers' professional development needs, as a basis of school-based professional development activities. 8. Encourage teachers to hold executive positions in order to learn some experience and to obtain external stimulation. 9. Establish a learning organization or strategic alliance in order to implement the school professional development and Training.[[note]]碩