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國民小學教師參與樂齡教育學程種子教師培訓之意願調查 = A study ...

林榕榕

國民小學教師參與樂齡教育學程種子教師培訓之意願調查 = A study of the will of elementary school teachers for participating seeded training courses of aging learning : 以竹山、鹿谷地區國民小學為例; A case of elementary schools in Zhushan and Lugu.

紀錄類型:	書目-語言資料,印刷品 : 單行本
並列題名:	A study of the will of elementary school teachers for participating seeded training courses of aging learning
副題名:	以竹山、鹿谷地區國民小學為例
作者:	林榕榕,
其他作者:	段伴虬,
出版地:	[南投縣]
出版者:	南開科技大學福祉科技與服務管理所;
出版年:	民102[2013]
面頁冊數:	66葉 : 圖,表 ; 31公分+1張光碟
標題:	樂齡教育學程
標題:	Courses of aging learning
電子資源:	http://handle.ncl.edu.tw/11296/ndltd/90785690379597051538
附註:	指導教授: 段伴虬
附註:	參考書目: 葉57-58
摘要註:	高齡化社會中的高齡人口需求，漸由有形的經濟物質層面擴大到精神心靈層面，尤其是樂齡學習需求。教育部推動樂齡教育學程種子教師培訓工作，希望借重學校師資人力，使高齡者有能力規劃晚年生涯，由終身樂齡學習與繼續教育的過程中，得到自我成長，實現願望。本研究目的在探討偏遠地區現職國小教師參與樂齡教育學程之現況、參與樂齡教育學程種子教師之意願及不同背景變項在參與樂齡教育學程種子教師之意願差異情形。研究方法採問卷調查法，以竹山、鹿谷的國小教師為研究對象，共得有效問卷數302份。資料處理以SPSS進行描述統計、獨立樣本t檢定、單因子變異數分析。研究結果顯示，學校所在地區在獲知管道、報名意願、心理因素與社福理念上有顯著差異。在獲知管道方面，鹿谷地區較竹山地區便利；報名意願、心理因素與社福理念則是竹山地區的教師較佳。性別方面，在認同學程達到顯著差異，女教師較男教師更認同樂齡教育。職務方面在獲知管道達到顯著差異，教師兼任行政工作較級任老師更容易取得樂齡教育的資訊。年資方面，心理因素達到顯著差異，年資16-20年的教師較年資11-15年的教師佳。從教師是否參與樂齡研習的情形來看，在獲知管道、認同學程與報名意願等方面都達到顯著差異，經常參加或偶而參加樂齡研習的老師均比不曾參加樂齡研習的老師意願與認同度較高。所以，國小教師認同參與樂齡教育學程種子教師培訓，有助於自我未來發展，不認為會造成壓力，願意幫助老人，有很強的動機與意願參加樂齡教育學程；教育部宜加強宣導樂齡教育種子教師培訓實施計畫，讓資訊普及到國小。

國民小學教師參與樂齡教育學程種子教師培訓之意願調查 = A study of the will of elementary school teachers for participating seeded training courses of aging learning : 以竹山、鹿谷地區國民小學為例; A case of elementary schools in Zhushan and Lugu.
林, 榕榕

國民小學教師參與樂齡教育學程種子教師培訓之意願調查 = A study of the will of elementary school teachers for participating seeded training courses of aging learning : 以竹山、鹿谷地區國民小學為例 / 林榕榕 - [南投縣] : 南開科技大學福祉科技與服務管理所, 民102[2013]. - 66葉 ; 圖,表 ; 31公分.
指導教授: 段伴虬參考書目: 葉57-58.
樂齡教育學程Courses of aging learning

段, 伴虬

國民小學教師參與樂齡教育學程種子教師培訓之意願調查 = A study of the will of elementary school teachers for participating seeded training courses of aging learning : 以竹山、鹿谷地區國民小學為例; A case of elementary schools in Zhushan and Lugu.
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328 $a 碩士論文--南開科技大學福祉科技與服務管理所
330 $a 高齡化社會中的高齡人口需求，漸由有形的經濟物質層面擴大到精神心靈層面，尤其是樂齡學習需求。教育部推動樂齡教育學程種子教師培訓工作，希望借重學校師資人力，使高齡者有能力規劃晚年生涯，由終身樂齡學習與繼續教育的過程中，得到自我成長，實現願望。本研究目的在探討偏遠地區現職國小教師參與樂齡教育學程之現況、參與樂齡教育學程種子教師之意願及不同背景變項在參與樂齡教育學程種子教師之意願差異情形。研究方法採問卷調查法，以竹山、鹿谷的國小教師為研究對象，共得有效問卷數302份。資料處理以SPSS進行描述統計、獨立樣本t檢定、單因子變異數分析。研究結果顯示，學校所在地區在獲知管道、報名意願、心理因素與社福理念上有顯著差異。在獲知管道方面，鹿谷地區較竹山地區便利；報名意願、心理因素與社福理念則是竹山地區的教師較佳。性別方面，在認同學程達到顯著差異，女教師較男教師更認同樂齡教育。職務方面在獲知管道達到顯著差異，教師兼任行政工作較級任老師更容易取得樂齡教育的資訊。年資方面，心理因素達到顯著差異，年資16-20年的教師較年資11-15年的教師佳。從教師是否參與樂齡研習的情形來看，在獲知管道、認同學程與報名意願等方面都達到顯著差異，經常參加或偶而參加樂齡研習的老師均比不曾參加樂齡研習的老師意願與認同度較高。所以，國小教師認同參與樂齡教育學程種子教師培訓，有助於自我未來發展，不認為會造成壓力，願意幫助老人，有很強的動機與意願參加樂齡教育學程；教育部宜加強宣導樂齡教育種子教師培訓實施計畫，讓資訊普及到國小。 $u The demand of aging society has changed from material living aspect to spiritual living aspect, especially the aging learning for the elderly. In order to help the elderly to plan their lives, the Ministry of Education has launched training courses for the teachers in school. This study showed the current condition about the elementary school teachers who participated the aging learning, and the differences of participating desire for aging learning of the teachers who were from different background. The study was done by questionnaires, which were issued to the teachers in Zhushan and Lugu. The valid samples are 302, and the data was analyzed by descriptive statistics, independent t test, and one way ANOVA on SPSS software. The analysis result showed that the area of school has significant differences in knowing method, participating desire, psychological factor, and social welfare idea. Lugu was more convenient than Zhushan in knowing method aspect, while the teachers in Zhushan were better in other 3 concerns. On the other hand, the recognition course reached significant differences in gender aspect. The female teachers were more identity in aging learning than males. The position reached significant differences in knowing method aspect, so the teachers who had clerical works in the same time were easier getting the information than whom were not. Psychological factor reached significant differences in seniority aspect, and the teachers who had experienced about 16 to 20 years were better than which were 11-15 years. The teachers who had attended the courses of aging learning had more identity and will for participating, so the aspects of knowing method, recognition course and participating desire reached significant differences. Therefore, the elementary school teachers agreed that attending courses for aging learning help their future development and doesn't cause any pressure. The Ministry of Education should strengthen the guidance of plan of seeded teachers training courses of aging learning, and spread the information to all the elementary schools.
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