中文摘要

國小教師進修美勞教學碩士學位班意願及其影響因素之研究

本研究旨在了解國小教師進修美勞教學碩士學位班之意願及其影響因素，包括個人因素和家庭因素之正面與負面影響；並探討國小教師對各師院美勞教學碩士學位班招生方式和課程結構之意見，據以提出結論及建議提供有關單位與欲進修美勞教學碩士學位班之國小教師參考。
本研究採用文件分析、文獻探討法、問卷調查法及訪談方式進行研究。首先蒐集相關文件，用以分析國外部份藝術研究所和國內各師院美勞教學碩士學位班招生方式和課程結構作為徵求意見之依據。再次蒐集文獻，經由文獻探討國小教師進修美勞教學碩士學位班意願及其影響因素，作為建立研究架構之理論基礎。而後根據前導研究結果編製成的半結構性訪談大綱，進行訪談以獲得國小教師進修美勞教學碩士學位班之意願及其影響因素之第一手資料，再將訪談結果從物我關係、人我關係和我我關係的角度進行分析討論，最後綜合研究發現作成結論，並提出具體建議。
本研究之研究對象，分別為三所師院擔任研究法之教授3位、三所師院美勞教學碩士學位班研究生46位和某小學藝術科系畢業之教師11位。
本研究依據現象學的理論觀點，以交叉檢核和三角測量法來相互比較、分析所得資料的信度，讓研究者的偏見減低，增加研究分析的客觀性。本研究之結論為：一、國小教師進修美勞教學碩士學位班之意願
受個人因素和家庭因素及各師院招生方式的影響；影響為正面者其進修美勞教學碩士學位班的意願高；影響為負面者其進修意願不高。同時各師院招生方式具有
影響國小教師選擇進修師院的指標性意義。
二、影響國小教師進修美勞教學碩士學位班之因素
（一）個人因素和家庭因素正面影響
1. 在物我關係：薪級上限調整為650、家族行為。
2. 在人我關係：在教學群中佔優勢地位、受學生家長的影響、對美術才藝班的招生具有號召力、男性配偶優先考量。
3. 在我我關係：好讀好考、跨領域進修、終生學習和排遣寂寞的生活、也是一種責任。
（二）個人因素和家庭因素負面影響
1. 在物我關係：美勞成為歷史名詞、師院進修收穫有限。
2. 在人我關係：不能滿足藝術創作者之需求、婚姻和家庭付出、師院中沒有喜歡的系所、配偶反對。
3. 在我我關係：報名資格不符、個人進修誘因不強烈、考不上、怕考不上、想生活悠閒不要壓力、讀不動也怕寫論文的壓力、退休在即、擔心學不到東西。
三、國小教師對各師院美勞教學碩士學位班招生方式和課程結構之意見
（一） 招生方式之意見
1. A師院積分比例較高，鼓勵資深有教學經驗的國小教師進修，製作教學檔案會增加積分。
2. B師院年資採10分為上限，受訪者認為很公平，能招到程度好的研究生。
3. C師院年資經歷不採計受訪者認為很公平，但是考英文和術科會增加負擔。
（二） 課程結構之意見
1. A師院增加創作課程吻合系所名稱，提升研究基本能力。
2. B師院增加多媒體和創作相關課程及開發領域課程並補強研究實務經驗
3. C師院增加藝術教育、當代藝術之相關課程和創作課程。
本研究根據研究結果，分別對教育決策單位、師院方面、國小教師及後續研究提出具體建議。
關鍵字：國小教師、教師進修、美勞教學碩士

Abstract
An Investigation of Elementary School Teachers’ Attitudes and Their Factors toward Master of Arts Education Study

The purpose of this study is to investigate elementary school teachers’ motivations toward Master of Arts Education study, and the factors - personal and family, positive and negative - which influence their decisions. In addition, the study also includes elementary school teachers’ opinions in regard to postgraduate schools’ admission policies and their curriculums. Finally, conclusions and suggestions are provided to all the education departments concerned and to serve as a reference to elementary school teachers who intend to participate in postgraduate study in Arts Education.

This study employs methods which include postgraduate-program analysis, article research, questionnaires, and face-to-face interviews. Firstly, admission policies and curriculums from both foreign and Taiwanese universities for postgraduate study in Arts Education are being collected and analyzed. This becomes the foundation for the survey to be conducted. Secondly, articles in regard to the motivations and the factors that influence elementary school teachers’ decisions toward postgraduate study are then collected and analyzed. This becomes the foundation for the structure of the theory for this study. Thirdly, based on the results from the above analysis, a questionnaire for face-to-face interviews is produced, and subsequently the interviews are conducted with those elementary school teachers who have acquired a Master of Arts Education degree. The results of these interviews are then analyzed from three dimensions: the relationship between the surrounding environment and the individuals, the relationship between others and the individuals, and the individual themselves. Lastly, the conclusions and the suggestions are provided.

The subjects of this study consists of three professors from three postgraduate schools, 46 members of postgraduate study of Arts Education from three postgraduate schools, and 11 elementary school teachers who possess Bachelor in Arts Education degree.

This study is based on the theory of phenomenology point of view. Cross examination and triangulation are performed for the reliability of the findings. The conclusions of this study are as followed:
1. Elementary school teachers’ motivation toward postgraduate study in Arts
Teachers’ motivations are influenced by individuals, families, and postgraduate schools’ admission policies. The motivation is higher when the influences are positive, lower when they are negative.

2. Factors that influence elementary school teachers’ motivation toward postgraduate study in Arts.
（1） Positive influences from individuals and families
A. The relationship between the surrounding environment and individuals：pay raise resulted from up to 650 points being added to the Teachers’ Accumulated Points, and families’ positive attitude.
B. The relationship between others and individuals: to excel among peers,
influence from students’ parents, reputation of the postgraduate schools, and male spouses have the priority to participate postgraduate programs over female spouses.

C. The individuals themselves: enjoy study, career advancement, life- long study, to kill time, and want to be responsible teachers.
（2） Negative influences from individuals and families
A. The relationship between the surrounding environment and the individuals:traditional arts become history, gains from postgraduate study are limited.
B. The relationship between others and the individual: postgraduate study is not as the individuals had expected, responsibilities of marriage and family, can’t find the courses one likes, and spouses’ objection.
C. The individuals themselves: do not meet the qualification for enrollment, no incentives, failed to pass the entrance exams, fear of failing the entrance exams, prefer easy lifestyle without stress, unable to learn, fear of writing thesis, soon to be retired, fear of failing to learn.
3. Elementary school teachers’ opinions in regard to postgraduate schools’ admission policies and their curriculums.
（1） Admission policies
A. Postgraduate School A has higher credit points toward elementary school teachers’ accumulated-points calculation, which motivates teachers with more experience to participate in postgraduate study. In addition, points can be added if teachers well prepare their teaching profolio.
B. Postgraduate School B admits students with 10 or less points of teaching experience. Interviewees feel the policy is fair and can be used to recruit good students.

C. Postgraduate School C has no restrictions on teaching experience.
Interviewees feel the policy is fair, but the entrance examinations of
English and math only add to their burden.
（2） Curriculums
A. Postgraduate School A should add more classes in Creative Arts to its ArtsDepartment. In addition, it should strengthen students’ basic research abilities.
B. Postgraduate School B should add more classes in regard to Multi-Media and Creative Arts and to strengthen students’ practical research experiences.
C. Postgraduate School C should add more classes in Arts Education, Contemporary Arts and Creative Arts.
Based on the results of my research, this study provides suggestions to the Education Department, postgraduate schools, elementary school teachers, and future postgraduate study individuals.

Keywords: Elementary School Teacher, Postgraduate Study, and Master of Arts Education.

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