教師養成背景與學生學業成績的關連性之研究：以台東縣國小五年級為例

The relationship between teachers' training backgrounds and students' academic achievement-taking the 5th grade of elementary schools in taitung as an example

目前國小師資之培育有多元的管道，本研究旨在比較不同養成背景的教師，其學生的學業成績是否有所差異。這樣的分析可以檢驗「人力資本論」、「文化資本論」和「審核理論」在解釋不同養成背景教師教學效能上的適用性。研究者於1998年對台東縣所有五年級擔任國語、數學科教學工作之教師進行普查，得到有效樣本教師80人，學生1572人。以統計方式控制了教師與學生背景的相關變項之後，本研究發現「實習教師所教學學生之學業成績低於師院培育教師的學生」，其差異達顯著水準。其他各種養成背景養成的老師，他們學生的成績，和師院所培育教師所教的學生，在學業成績上都沒有顯著差異。從以上的結果，研究者認為文化資本論的觀點，比較能夠解釋台東縣不同養成背景的幾類國小教師在教學效能上的差異。人力資本論所強調的、每位老師在學校所接受的師資養成訓練，對學生的學業成績並無顯著影響，真正有影響的是教師年資所代表的工作經驗。

This research aims to compare if there are differences among the academic achievements of elementary school students taught by teachers from different training backgrounds. The author also examines the extent the teaching effectiveness of teachers with different background can be accounted for by “human capital theory，” “cultural capital theory” and “screening theory.” All grade-five teachers who taught reading and math in Taitung County were required to fill out a survey questionnaire in 1998. Valid data from 80 teachers and 1572 students were further analyzed. After controlling the related variables with statistical techniques， the results showed that the achievement of students taught by intern teachers are significantly lower than that of the students taught by teachers college graduates. However， students taught by teachers college graduates performed as well as those who were taught by teachers from other training backgrounds. Based on the research results， the researcher concludes that “cultural capital theory” can better explain the teaching effectiveness differences of elementary school teachers with different training backgrounds. The training background variables emphasized by human capital theory do not have significant impacts on the students’ academic achievement. However， the number of working years does.