Vol. 23-1（2010/6）
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Chunn-Ying Lin
Teacher’s Job satisfaction, organization commitment and turnover intention are very important topics in educational research. Based on related research, this study developeda causal model and used job characteristics as mediating variables to analyze how background variables affect an individual’s subjective job consciousness (including jobsatisfaction, organization commitment and turnover intention), and compared thecharacteristics of such job consciousness between teachers and employees in other occupations in Taiwan. The data used in the analysis are from the “Social Change Survey in Taiwan 2005.” The results sho wed that elementary and secondary school teachers had higher levels of job satisfaction and organization commitment and a lower level of turnover intention than employees with different occupations. A further path analysis suggested that many variables associated with job characteristics had significant effects on employees’ job satisfaction and organization commitment. Besides, job characteristics also significantly influenced turnover intention through mediation of job satisfaction and organization commitment. Due to advantages in job characteristics, elementary and secondary school teachers exhibited relatively higher levels of job satisfaction andorganizational commitment than most employees with different occupations. Their lower turnover intention was a result of their higher job satisfaction and organizationalcommitment.
Keyword：job satisfaction, elementary and secondary school teachers, organization commitment, turnover intention
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Narrative Research on the Implementation of Educational Policies for Technology Integration
Chien-Hsing Wang
This paper described how the government’s policies influence the implementation of technology integration in a school through the narrations of two veterans of an Information Technology team. First, the school had to allocate resources on their own in order to get on the wagon of technology integration. This was because the inequity among districts caused by unequal distribution of educational resources. Second, the team was frustrated at the administrative conflicts and strained interpersonal relationship because the school suffered from the problem of unequal distribution of resources within school. The suffering was caused by the competition-and-technology-oriented strategy of policy-implementation, and the drop of expected funding because of the lack of macroscopic and rigorous plans. Finally, the outcome-oriented evaluation became a barrier of technology integration because it increased teachers’ workload.
Keyword：technology integration, educational technology policy, narrative research
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Hsun-Wen Nien & Ching-Ling Cheng
The purpose of this study was to investigate the relationships among teachers’ classroom management styles, classroom climate, and different levels of relational aggression and relational victimization. The sample consisted of 50 classes, 50 teachers and 1761 students from Taipei and Changhua. The instruments included Teachers’ Classroom Management Style Scale, Classroom Climate Scale, Relational Aggression Questionnaire – Peer Nomination, and Victimization Experiences of Relational Aggression – Self Report Scale. The main findings were: 1. There were no significant differences in classroom relational aggression and victimization among the classes with teachers of different classroom management styles. 2. Teachers’ sympathy for the victims was significantly related to the classroom relational aggression and relational victimization respectively. Teachers’ appraisals and attitudes toward relational aggression could not predict the level of classroom relational aggression, but could predict the level of classroom relational victimization. Teachers’ strategies for dealing with relational aggression could not predict the levels of classroom relational aggression and relational victimization. 3. There were significant correlations between student support, organization, cohesion and the level of classroom relational aggression; also there were significant correlations between student support, cohesion, relational aggression beliefs and the level of classroom relational victimization. The variables of classroom climate and relational aggression beliefs could not predict the level of classroom relational aggression, but could predict classroom relational victimization.
Keyword：classroom management style, classroom climate, relational aggression, relational victimization
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Chow-Chin Lu & Chia-Chi Sung
To understand the achievement of high school nanotechnology curriculum in the “Nanotechnology Human Resource Development Program” and to analyze high-school student’s knowledge of nanotechnology conception in Taiwan, this research developed an expert concept map, declarative knowledge statements and a situated questionnaire for high school nanotechnology curriculum by conducting focus group interviews with experts in nanotechnology, science education and high-school nanotechnology teachers. Content validity was confirmed by specialist sub-group’s review. The results were: 1. the high school “Nanotechnology” expert concept map includes three main domains: Cognitive, affection and skills development. Concepts in each domain are from general to specific, and examples are used to clarify these conception. 2. High school nanotechnology statement transform expert concepts map into declarative knowledge statement, emphasizing the meaning between scientific terms and increasing science principles description. 3. The expert concept map and declarative knowledge statements are transferred into a high school nanotechnology problem situation questionnaire, which contained 17 proposition situation. First, we ask students to read the “proposition situation”, and then answer one to three open-ended questions. 4. The situated questionnaire was administered and the responses collected from the students serve as a reference for the Two-Tier Diagnostic Test, and also serves as data for teacher´s future study.
Keyword：nanotechnology, concept map, declarative knowledge statement, problem situation questionnaire, focus group interview
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Meng-Feng Li & Ting-Chia Lien
This study aimed to investigate the implementation process and results of the “Hand-in-Hand Project—Education Support for Disadvantaged Child” recently promoted in Taiwan. An elementary school in Taitung County was selected to explore the implementation process of this project. Chinese and Math competence test sheets for students in Grade 1~6 were also designed to assess the learning outcome of 51 pupils participating in this project based on a quasi-experiment design. Conclusions were as follows: 1. This project aimed at “providing pupils with remedial instructions while also helping them with their homework.” The teachers assisted the pupils in their learning of the Chinese and Math subjects and also endeavored to induce their learning motivation and increase their learning confidence. 2. Grade 1, 2, 4, and 6 Pupils who participated in the project had significant improvements in their Chinese language, while grade 2, 4, and 6 pupils had significant improvements in Math. Pupils who received remedial instructions under this project showed overall growth and progress in their learning outcomes.
Keyword：remedial instruction, education support for disadvantaged child, learning motivation, Hand-in-Hand Project
