英文摘要 |
The purpose of this study was to explore the relationship between teacher's professional identity and parent-teacher communication at the elementary school in Taichung City. It further analyzed the differences between the teacher's professional identity and parent-teacher communication at the elementary school in Taichung City due to the different background. This researcher analyzed the documentaries and used questionnaire survey, and then self-designed scale as the instrument. The participants of the research were the homeroom teachers, substitute homeroom teachers and the part-time administrative teachers at the elementary school in Taichung City, 497 questionnaires were collected. The findings were shown as follows:
Elementary school teachers' professional identity in Taichung city overall achieved high level, particularly, the identity of ''ideology'' dimension had the highest level.
The effects of parent-teacher communication in Taichung city overall achieved high level, particularly, the dimension of the ''methods of communication'' had the highest level.
Elementary school teachers' professional identity quite differs in terms of gender, age, education and current job position.
The effects of parent-teacher communication at the elementary school in Taichung City quite differs in terms of gender, current job position and the size of schools.
Teachers' professional identity and parent-teacher communication at the elementary school in Taichung City were medium positive correlation.
The dimension of ''job involvement'' at elementary school teachers' professional identity had a prominent effect in predicting.
According to the results above, the research offered related suggestions for teachers, educational administrative authorities and the researchers in relative field as the reference. |