師院生任教承諾之研究

我國近三、四十年來在國小師資培育制度方面之改進與發展，已有相當的成就。尤其是從七十六學年度起，台灣地區九所師專全部升格為師範學院，使得國小師資之水準提高至大學程度。這對我國小學教師之養成教育而言，可說是進入了一個嶄新的時代。然而師院生之任教承諾（commitment to teaching），就讀師院的意願，及對於擔任小學教師之看法等方面，是否較師專時代有所提昇，實值得吾人加以深入地研究。因此，本研究旨在探討師院生個人屬性、人格特質與其就學意願、任教意願、教師角色知覺及其任教承諾間之關係，再根據研究結果，提出適合師院生在教育專業精神培養與其學習輔導上的具體建議。首先，以文獻研究法進行相關文獻的探討，以形成本研究之整體架構；繼而進行研究工具之編製及修訂，並進行調查分析的實證研究工作。本研究之有效受試樣本計五一二位師院生，其調查資料分別以信度係數、因素分析、變異數分析及逐步多元迴歸分析等統計方法，分別加以統計分析。其次，就調查資料加以統計分析，所檢定得到之主要研究結果包括：在性別的自變項上，女生較男生會因自己本身想當教師與受到重要他人影響，而來就讀師範學院；且女生在擔任小學教師的任教意願上，較男生要多受到父母期望因素之影響。在系別上，數教系學生與社教系學生相比，在就學意願歸因方面，較不受聯考分數因素的影響；同時，初教系學生較語教系學生，在教師角色知覺上有較多的正向評價並來得主動積極些，且有較高的任教承諾。在年級上，大一較其他年級師院生，在教師角色知覺上有較高的正向評價。在家庭社經水準上，低與中低家庭社經水準師院生家庭社經水準的師院生，其就學歸因方面，受經濟因素影響較大；而趨向較低家庭社經水準的師院生，會有較高的任教承諾。在內外控方面，內控組較外控組的師院生，在就學歸因之想當教師因素上的反應來的高而積極，在任教意願上較會因小學教師工作有意義而願當教師，對教師角色知覺較具正向之評價且主動積極些，同時也有較強烈的任教承諾。在自尊方面，高自尊組較低自尊組的師院生，在就學歸因上較不易受到重要他人之影響，在任教意願上較易因擔任小學教師工作有意義而願意當教師，對教師角色知覺來得主動積極些，同時亦有著較強的任教承諾。最後，以師院生個人屬性、人格特質、就學意願、任教意願與教師角色知覺等因子，對任教承諾進行逐步多元迴歸分析，得到其最有效的三個預測變項依序為：教師角色知覺——主動積極因素、自尊及家庭社經水準。最後，針對改進師院教育與未來研究二方面提出建議：一、對改進師院教育之建議（一）針對師院現行之公費制度與聯招選才方式，應重新仔細而慎重地加以檢討改進。（二）強化師院導師制度之功能，以落實師院生之年級輔導工作。（三）儘速修訂師院之課程標準，俾便符合培養國小包班制優良教師之需要。（四）鼓勵開放教師進修，並適度調整其薪資結構，以提昇國小教師之社會地位。（五）充分提供有關小學教育工作之積極訊息，促使師院生對小學教師角色產生客觀與正向知覺。二、對未來研究方面之建議（一）宜進一步採取縱貫性之長期追蹤研究。（二）在研究對象與變項方面，可設法加以擴充。（三）設法消除本研究施測時，所可能產生過高之社會期許現象。（四）深入探究以釐清本研究變項間之關係。

In the past decades， the Republic of China has developed an efficient system for preparing the nation’s elementary school teachers. The upgrading of the nation’s nine junior teachers colleges to four-year colleges in 1987 has substantially elevated the standards of the teacher preparation programs. It was a historical change for Taiwan’s teachers education， but whether or not the upgrading has also elevated the prospective teachers’ commitment to teaching， strengthened their willingness to enroll， and improved their views of a school teacher’s role remains a question for discussion. An attempt to answer the question above， this study probes into the relations between the prospective teachers’ personal attributes and personality characteristics and their enrollment willingness， teaching willingness， teacher’s role perception， and commitment to teaching. Basing on the findings of the study， the researcher presents some suggestions for cultivating the prospective teachers’ commitment to the teaching profession and for improving study guidances for them.First， a review of literature on this topic was done to form the frame of the study. Research tools were designed， revised， and then used in empirical surveys and analyses. Data collected from the 512 valid samples were then treated with statistical procedures， including factor analysis， t-test， ANOVA， and stepwise multiple regression.Second， according to the results of the analyses， a discussion was made on the enrollment willingness attribution， the teaching willingness attribution， teacher’s role perception， and commitment to teaching. The stepwise multiple regression procedure done on the prospective teachers’ personal attributes， personality characteristics， enrollment willingness， teaching willingness， and teacher role perception also produced three most effective predictor variables: initiative in teacher’s role perception， self-respect， and family soci-economical status.Finally， some suggestions about teacher education and future studies were made as follows:I. Suggestions about teacher education:A. The current government-sponsoring program for all teachers college students and the joint entrance examination for selecting prospective teachers should be reconsidered.B. The tutor system and grade-guidance programs in teachers colleges should be reinforced.C. The teachers college curricula should be revised as soon as possible so as to fulfill the goals of developing competent elementary school teachers.D. More in-service education opportunites should be provided， and the salary structure should be re-adjusted to raise the social status and respectability of elementary school teachers.E. More information about elementary education should be provided to prospective teachers to give them objective and positive perception of the teacher’s role.II. Suggestions about future studies:A. To make longitudinal and follow-up studies on this topic.B. To broaden the study subjects and variables.C. To eliminate the high social desirability that is likely to occur during testing.D. To further clarify the relations between the variables in this study.