碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The purpose of this study is discussing teacher college students’ status about “philosophy of education” courses and the teaching.The ways to discuss are divided into teaching goal, teaching content and teaching method. First, what the teaching objectives about “philosophy of education” courses and level of achieve objectives are by students. Second, what the teaching content and modeth of teaching about “philosophy of education” courses and level of help student are. Third, what difficulties and other opinions about teaching “philosophy of education” courses are by students. Questionnaires were used to collect datas, base on 11 teacher colleges’ senior students who major in Department of Elementary Education in Taiwan. The following conclusions from this research results are: 1.”helping students to build up their own educational ideals”, “helping students to know the basic meaning and structures of philosophy” and “introducing different kinds of philosophy of educations’ school of though and points of view, and the same time, “develop students critical thinking way to education” are the most teachers’ teaching objective. 2.Most students thought that the teaching should emphases on “developing judge thinking and analyst abilities,” and “building up teaching college students’ educational ideals. 3.Most teachers’ teaching philosophy issuse are according to the “knowledge theory”, “metaphysics”, and “humanism. However, students don’t think the “knowledge theory”, “metaphysics” which are any big help. 4.On the school of though issue, more than half of teachers have taught ‘reasonism,’’existentialism,’’pragmatism,’’behaviorism,’’empiricism,’and ‘pragmatism. 5.On the education issue, all the teachers have taught “educational essence” and “ educational goal”, but didn’t teach “educational evaluation”. 6.’Didactic instruction’and ‘free Q & A’ are the most teachers’ teaching way, the secondly is ‘group discussion.’ 7.Most students though ‘group discussion,’ ‘film watching,’ and ‘argument’ which can mostly help learning. 8.Over half of teachers use ‘mid-tern or final reports’ as students’ homework. 9.More than half of teachers will use ‘Participating the class’ and ‘mid-tern quiz and final’ as the evaluation. According to the above research results, researcher proposed the following suggestions as the references for the “philosophy of education” teachers in teaching.

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The main purpose of this study investigates the level of career barriers of female teachers and their coping strategies in the elementary schools. This study conducts to understand career barriers of female teachers, the influence of background variables on the career barriers, and their coping strategies. Finally, this study also discusses the relations between career barriers and coping strategies. Research participants are selected by using a stratified proportional sampling. There are 1500 female teachers of elementary schools, in Taiwan, participating in this study and the effective samples are 1309. Data are analyzed by using descriptive and inferential statistic methods including Frequencies, one-way ANOVA, two -way ANOVA and Canonical correlation. The major findings are listed as follows: 1.The perception of career barriers of female teachers are not signally, and their coping strategies are problem solving. 2.Career barriers of female teachers show no significant interaction differences by personal and environmental variables. 3.Career barriers of female teachers show significant differences by their age, years of service, academic qualification, marriage, children, duty, and service area. 4.Coping strategies of female teachers show significant interaction differences by personal and environmental variables. 5.Coping strategies of female teachers show significant differences by their age, years of service, marriage, children, and service area. 6.The female teachers who perceive low career barriers using the strategies of problem solving. Based on these findings, this study makes some suggestions for teachers including teachers' education, and educational administration. Then, some topics are discussed for future study. . Keyword：female teacher , women career development, career barriers, coping strategy

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The Effects of Gender Equity Education Curriculum on Sex Role Attitude , Self-Concept , and Achievement Motives of the Elementary School Students Wen San Tsai Abstract This study compiled a set of gender equity education curriculum , which was designed based on related literature and was suitable for the elementary school third-grade students , and then engaged in instruction . The main purpose of the study was to determine whether the gender equity education curriculum had immediate and continuous effects on sex role attitude , self-concept , and achievement motives of the elementary school third-grade students . In additional , the study examined whether the instructional effects differed for the students with different sex and family social economic status . The study used cluster sampling by purposive to select 141 students whom were divided into the experimental group and the control group. Subjects attended the gender equity education curriculum for two mouths. During the experiment , the experimental group received the gender equity education curriculum , while the control group received the morals health curriculum . This study employed the pretest-posttest unequivalent-group design . In order to determine the effects of the gender equity education curriculum , all subjects received the pretest , the posttest and the follow-up test with the Sex Role Attitude Scale , the Self-Concept Scale , and the Achievement Motives Scale , the data were analyzed by three-factor analysis of convariance . The results of the study of the gender equity education curriculum for the elementary school students on sex role attitude、self-concept，and achievement motives are summarized as follows： 1. Sex role attitude （1）The gender equity education curriculum had immediate and continuous effects on reducing the student’s sex role stereotyped attitude . （2）After the gender equity education curriculum , the boy students are better than the girl students on reducing the sex role stereotyped attitude . 2. Self-concept （1）The gender equity education curriculum had immediate and continuous effects on promoting the student’s positive self-concept . （2）After the gender equity education curriculum , the experimental group of the high、middle family social economic status students were better than the control group of the high、middle family social economic status students on promoting positive self-concept. （3）After the gender equity education curriculum , the high、middle family social economic status of the experimental group students were better than the low family social economic status of the experimental group students on promoting positive self-concept . 3. achievement motives （1）The gender equity education curriculum had immediate and continuous effects on promoting the student’s achievement motives. （2）After the gender equity education curriculum , the high、middle family social economic status students were better than the low family social economic status students on promoting achievement motives. （3）After the gender equity education curriculum , the boy students were better than the girl students on promoting achievement motives. The implications of these results for school educator and for future researcher are discussed . Keyworks：The gender equity education curriculum、sex role attitude、self-concept、achievement motives

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The main purpose of this study was to explore the correlation about primary school students reading comics behaviors and their cognition on social reality.The main method used in this study was questionnaire.The data survey colleted 1045 students from 12 primary schools in Taichung and Changhua counties was used to explore the correlation about primary school students comics-reading behaviors and their cognition on social reality. The data were analyzed by using Chi-square, t-test, one-way ANOVA, Spearman correlation, biserial correlation and multiple regression through SPSS 8.0.1.The study attempted to provide suggestions for the parents, educators, publishers and further study.The conclusions draw of this study were shown as follaws： 1.The effects of male and female pupils on the start age to read comics, comics source, reading comics condition and reading frequency have significant difference. 2.The effects of children’s grade on reading comics or not, comics-provided, time-spent on reading comics,reading frequency have significant difference. 3.Chinese language performance and math performance had high correlation with comics-reading frequency. 4.The effcets of different motivations on comics-reading behaviors have no significant different of the pupils comics-reading. 5.The effects of the starting-age, time-spent , and reading frequency on their social reality are significant. 6.The effects of parents’ SES, peer group realation of the pupils and their cognition on social reality are significant. 7.Primary school students’ characters and comics-reading behaviors can predict and on explain little of the cogniftion on social reality of the pupils. Finally this study provided some suggestions for the parents, educators, publishers and furthter research.

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The purpose of the study was to determine the suitability of including religious materials to 1-9 curriculum program through the analysis of the concept of 1-9 curriculum program and the characteristics of Taiwanese religions. First of all, the review of related literatures enhanced the understanding of the definition and connotation of religion and religious beliefs, and from the characteristics of belief of Taiwanese people, we further reviewed the introduction to religions in the elementary textbooks. Secondly, under the life concept of 9-1 curriculum program, the policy that the government adopted to expel religions out of schooling in the past may be altered. In case of the alteration, the study discussed about the types of teaching activities that can be held to present the religious material. Thirdly, it identified all of the disputes arisen from teaching and adding religious materials to curriculum program. Fourthly, it studied Article No. 6 of the Fundamental Law of Education, the restrictions imposed on the including of religious material in school curriculum program. It also referred to the US and Japanese standards defining the relationship between religion and education as basis for handling the problem. After a thorough research of related literature, the study designed a Survey Questionnaire to distribute to a statistically number of elementary school teachers, parents, education authorities, etc. to gather information for reference. Based on the findings of this study, the following conclusions were reached: 1.Schools should provide students opportunities to learn about the knowledge of religions and religious beliefs. 2.Under the concept of 1-9 curriculum program, schools may design a religious program in a social study or general class for students to learn about religions and religious beliefs. 3.In providing religious material in schooling, schools should respect students and parents to ensure that their freedom of religious belief will not be invaded. 4.Schools should establish a feasible system to dissolve any possible disputes arisen from teaching and adding religious material to the classes’ curriculum. 5.The education authority shall establish the Enforcement Regulations regarding Article No. 6 of the Fundamental Law of Education to define the relationship between religion and school education.

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The purpose of this research is to explore the present facts about the organization development in primary schools which execute 9-year Joint Curriculum Plan. Questionnaire investigation was adopted as the main methodology to collect data. The instrument was carefully designed questionnaire by the researcher based on the study goal. The subjects were 680 teachers who were selected from 68 individual experimental primary schools in the 88th school year. The data was analyzed by T-test, one factor ANOVA, and test of homogeneity of proportions. First of all, study the organization development in primary schools, which execute nine-year Joint Curriculum Plan. Secondly, study the perceptional differences among teachers in terms of population variables. Thirdly, examine the perceptional differences among teachers in different schools. Finally, discover the actual difficulties the schools and the teachers encounter during the experimental period. The findings are as follows: 1.Organization development of elementary school teachers who execute 9-year Joint Curriculum Plan is above average. 2.There were significant differences in the variables of sex, different job levels, different educational background, and different year of past service on school organization development conditions. 3.There was no significant difference in the variables of different school districts on school organization development conditions. 4.There were significant differences in the variables of different school size, different school age, and different forms of selecting participant in select on school organization development conditions. 5.The most difficulties are on teachers'''' overload and lack of time, in the organization development of elementary schools, which execute 9-year Joint Curriculum Plan. By means of literature review and research findings, the suggestions are presented for advanced references. 1.To educational administration (1) Reinforce the propaganda on the discussed issue. (2) Promote consulting service from experts. (3) Increase the administrative members in the school. (4) Set up the system of reward and penalty. 2.To school administration (1) Principals should emphasize the organization development (2) Promote administered efficiency; establish supporting organizational atmosphere (3) Support teachers by constant feedback (4) Offer after-job or in-job training to have the teachers stress the importance of organization development in school (5) Equality between two sex; arrange job positions according to teachers'''' specialties and expertise (6) Provide multiple channels of communication for and with the teachers 3.To school teachers (1) Promote teachers'''' expertise and specialty (2) Manage the time and teaching efficiently (3) Share experiences with colleagues (4) Care more about whole school development and detailed issues

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / Abstract This research was aimed at discussing the relations between the teacher participation in decision-making and school effectiveness of elementary school. We mainly researched the present circumstances of the teacher participation in decision-making and school effectiveness of elementary school, analyzed differences of the two under different background variables, and discussed their relationships to provide suggestions for educational administrative institutions, schools, teachers and future educational and administrative reformations. We adopted the literature review and questionnaire survey. In the survey, data were collected by the use of a “The scale of the teacher participation in decision-making and school effectiveness of elementary school” sent to the sample of 915 teachers in mid-Taiwan public elementary schools. A total of 826 questionnaires were returned, the effective questionnaires were 812. Analysis of the survey data used the application software of SPSS 8.0 for windows, and were analyzed with average, standard deviation, t-test, and one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis. Depending on the results of the research, we made the following conclusions: 1. The present circumstances of the teacher participation in decision-making of elementary schools were good. 2. The present circumstances of the school effectiveness of elementary schools were good. 3. The teachers participate in decision-making exists with obvious differences depending on the variable of different teachers’ populations. 4. For the variable of different school background of the teacher participation in decision-making, there is obvious difference in “school’s size” and “school’s location”, and no obvious influence with whether or not a teacher’s association had been set up. 5. The school effectiveness of elementary schools exists with obvious differences depending on the variable of different teachers’ populations. 6. The school effectiveness of elementary schools exists with obvious differences depending on the variable of different schools; backgrounds. 7. The teacher participation in decision-making is closely related to the school effectiveness of elementary schools. 8. The teacher participation in decision-making has the obvious function of prediction to the school effectiveness of elementary schools. In addition, we provide practical suggestions to educational administrative institutions, elementary schools and further researches as follows: I. The suggestions to educational administrative institutions: i. Promote the leading skills of schools’ principals and the participation of all of the schools staff in school affairs. ii. Supply courses of decision-involvement for teachers, and enhance teachers’ professional skills of taking part in school’s affairs. iii. Put the grade and test of school’s affairs into practice, and assist them to develop school effectiveness. iv. Reduce the school’s size to promote teachers’ opportunities to join decision-making and improve the schools’ effectiveness. II. The suggestions to elementary schools: i. Set up free communicational channels to understand teachers’ needs and promote teachers’ will to participate. ii. Build an example of democratic leadership, design and plan models for teachers to follow to take part in school’s affairs. iii. Motivate the reformation of administrative organizations to enhance teachers’ opportunities of participation. iv. Help teachers to develop professional organizations to promote their participation and the school effectiveness. III. The suggestions to the teachers of elementary schools: i. Increase the professional skills for themselves; And be interested in developing valuable affairs for the school. ii. According to their specialties and interest; Then take participate in relating the school’s affairs. iii. Give suggestions about the school’s affairs; And enhance more motives to revolute the school affairs. iv. Promote the development of teachers’ professional organization and revive the positive functions about it.

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / A case study of parent involvement in one elementary school -------- taking the school volunteer as an example Kung-Ing Wang ABSTRACT The main purpose of this study was to explore the development of the volunteer group in one elementary school. Thus, we could understand the current situation, the motivation, the effect factors and the benefits of the school volunteers who participate in school affairs. Further, we could also understand the establishment of the school volunteer group, the interaction, the operation, the difficulties and the vistas of its future. For the purpose of this study, the researcher collected the data by using qualitative approaches, which interviews, participant observation, and document analysis were employed. The main findings of this study were listed as follow： 1.The school volunteers participate in general affairs at this school. The opinions of the role-structure that is suitable for school volunteers are different between the school staffs’ and the school volunteers. However, both of them reserve their opinions in participating policy-making affairs. 2.The principle and the president of the parents’ association play important roles to push the school volunteer group to be successful. 3.The interaction between the school staffs and the school volunteers is positive-oriented. They respect and confirm each other. The members in the volunteer group treat each other like sisters. Moreover, they have friendly cooperation with other parents’ association. 4.Most of school volunteers are female. After joining the school volunteer group, they help themselves to come to maturity in mind, to improve the relationship of their families and to expand their social lives. It also helps the female education to be developed. 5.School staffs don’t have enough relevant knowledge to manage and handle the school volunteer group. The way which the school manage the volunteer group is different from other public institutions. Those institutions have better manage system. 6.The difficulties to manage the school voluntary volunteer group include： the limited-manpower, the continuity of leaders, the insurance for the traffic-volunteers, the responsibility of a volunteer on duty, the management system of the voluntary organization, and lacking a special department at school to take responsibility. The main course of these difficulties is that the school staffs and the volunteers don’t concern and understand these affairs deeply. 7.The social environment, school location and the school per se would influence the school volunteers’ participation. 8.The school volunteer group performs several functions of social education, such as female-education, life-long learning. It tallies with the objectives in the very beginning. Key words: school volunteers, school volunteer group, parent involvement

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The Research on Elementary and Secondary School Principals’ Selection Assignment Abstract Educational and cultural reformation play very important roles after the political and economic improvement. Since August 1999, the elementary and secondary school principals’ appointments have become the selection institution. Because it still has been an initial stage, the school principal selection in each place does not have a set of clear and united regulations. The study is designed to explore how the new principal selection assignment was carried out and what influences it had during a year of the new system putting into effect. The study is undertaken by the way of questionnaires, taking the samples from this research of study as elementary and secondary schools’ principals, teachers and parents in Taichung City, Taichung County, Changhua County and Nantou Couty. The contents of the questionnaires are about the opinions of the elementary and secondary school principal selection assignment. The 1881 effective questionnaires were recycled, and the data was analyzed through frequency distribution and Pearson chi-square test. The results of the study can be induced as follows： 1. Most people in every county are satisfied with the system of the principal assessment. 2. In the ways of the principal assessment, the principals’ years spent in the job, the oral test, and numbers of candidate need to be improved. 3. The vacancy numbers of principal should be prepared 1.5 times of vacancy every year. 4. The Education Ministry should handle the things about the principal assessment and training. 5. In the selective procedure of principals, it is important to carry out “qualified investigation”, “accountability of the school management”, ”principals’ personal education” and “the ideal of running a school”. 6. Principals’ selection assignment should be divided into two stages, one is the current principal having performance well at school should be selected first;the other is to consider the newly-hired or well-experienced principals. 7. The necessary measures of the principal selection implement are the system of the principal certification, the principal evaluation, and the school evaluation. 8. The procedure of principals who want to stay at the same school should be decided by the principal selection committee and are less than eight years. 9. The principals who are not selected can go back for teaching or prepare for retiring from the agreement of the chief Educational Administration Office. 10.In the assessment of principals’ performance at school, he most important item is the morality and the ability of the management. Members who participate in the assessment should be the representatives of teachers, educational authority, parents, area directors, and professional scholars. Based on the result of the study, the paper presents several suggestions for the chief of Educational Administration Office and a further research in the future. 1. The Education Ministry should plan and execute about the principal assessment and training. 2. Collecting suggestions and building the perfect principal assessment, training, selection and assignment. 3. The standard of the principals’ assessment should be professional and show the personal character. 4. The methods of the selection can be diverse, fitted and equal for everyone. 5. The reinforcement of the equality and objectivity in the written and oral tests. 6. Planning principal training completely. 7. The quality of selective committee members are very important. At the same time, the process of selection should be open, justice, equal and objective. 8. Improving the principal selection and building the teachers’ levels, principals’ assessment, and school evaluation…etc. 9. Planning for National Principal Professional Courses and united standard of principals’ professional certification. 10.A further research in the future toward the study of other areas, senior high school principals’ selection and increasing the investigation about Educational Administration Office members.

碩士 / 臺中師範學院 / 國民教育研究所 / 89 / The Study of the Relationships between the Organizational Changes and Teachers'''' Job Stress in the Elementary Schools Abstract The purpose of this study is to explore the relationships between the organizational changes and teachers'''' job stress in the elementary schools. The expectation of this study were as follows: 1.To explore elementary school teachers'''' current understanding of the organizational change. 2.To understand elementary school teachers'''' perception of their current job stress in the organizational change. 3.To investigate the differences in teachers'''' understanding degree of the organizational change in different background variables. 4.To investigate the differences in teachers'''' perception of their job stress in different background variables. 5.To explore the relationship between the organizational change and teachers'''' job stress. 6.To analyze the influence of different background variables on the organizational changes and teachers'''' job stress. 7.To offer concrete suggestions for educational administration and elementary schools. The study was conducted through questionnaire survey. There were 438 with a ratio of 85.88% usable samples received from the target elementary school teachers in Changhua County. The statistical techniques were descriptive statistics, t-test, one- way ANOVA, canonical correlation analysis, and stepwise multiple regression analysis. The following were the conclusions of this study: 1.Elementary school teachers'''' understanding degree of the whole organizational change indicated more than intermediate degree. 2.Elementary school teachers'''' perception of the whole job stress was intermediate degree. 3.There were significant differences in the elementary school teachers'''' understanding of the organizational change in different background variables. 4.There were significant differences in the elementary school teachers'''' perception of job stress in different background variables. 5.The canonical correlation existed between the understanding of the organizational change and teachers'''' job stress. 6.The background variables predicted the understanding degree of the organizational change significantly. 7.The background variables and understanding degree of the organizational change predicted teachers'''' job stress significantly. Keywords: organizational change, job stress, elementary school.