臺北市高職教師態度與教學問題之調查分析

夷觀現代文明的發展形勢，工業及技術領域的快速進步，實為一項最為主要的決定因素；嚴格的說，漠視工藝技術(technology)對當代社會之衝擊所造成的損失，恐無任何一個國家能夠承受。假如工藝技術之運用，欲有益於人類的福祉，那麼在工業及技術領域內的種種變遷，變須在技術及職業教育方面，尋出相互符應的進展，始克稱效。近半世紀以來，學者們逐漸體認到此一重要的事實，一改往昔視職業技術教育為行業實務訓練的觀念，而以日趨積極的態度，重新肯定了職業技術教育的功能與地位。

This study was undertaken to survey some important attitudes toward educational profession of vocational teachers (i.e. professional beliefs， attitudes toward vocational education， as well as job satisfactions)， and some major problems with which teachers and students acturally confronted during regular school-teaching routines， in vocational high schools of Taipei City.
Two investigative instruments were developed to achieve the aforesaid two-fold purposes， namely， “Professional Attitudes of Vocational Teachers Questionnaire” and “Vocational Teaching Problems Questionnaire”. These instruments were used to explore the selected attitudes of teachers toward educational profession and find out the practical problems really existed in vocational teaching processes， respectively.
Based upon statistical analyses of t-test， chi-square test of independence， and Kendall coefficient of concordance of questionnaire data， the main findings are as follows:
1. Professional beliefs of vocational teachers are quite positive.
2. Attitudes toward vocational education of vocational teachers are some-what moderate.
3. Job satisfactions of vocational teachers are relatively lower than expected.
4. The three aspect of teacher attitudes above-mentioned correlate positively and significantly， but vary in terms of some variables， such as age， sex， teaching experiences， etc.
5. Educational aims， curricula， subject materials， and teaching equipments are more or less inadequate.
6. Teacher salaries are lower than those of industry employees， in turn， this in posse results in high teacher mobility.
7. The quality and motivation of students as a whole is not so praise-worthy.
8. There is a lack of coordination and cooperation between vocational school and industrial enterprise.
9. The measurement and guidance program of students’ vocational aptitudes still needs more elaborate improvements.
Finally， some derived implications were discussed and recommendations， suggested.