This study, via adopting the methods of questionnaire survey and literature review, aims to explore the satisfaction of teachers towards assistances or related measures to continue their studies for disadvantaged students in junior high schools in New Taipei City.
The main purposes of this study are:
1. To explore the policies of the government related to the assistances for disadvantaged students to continue their education.
2. To analyze the satisfaction of teachers towards strategies or related measures, and the implementation of those strategies for disadvantaged students to continue their studies in junior high schools in New Taipei City. .
3. To explore the differences in the satisfaction of teachers with different backgrounds about the above-noted measures.
4. To explore the relationship between the satisfaction of teachers about the strategies and their implementation
5. To propose suggestions, based on the findings of this study, useful for the future reform of related policies.
As to the survey, 400 questionnaires were sent, via stratified random sampling, to 16 junior high schools in New Taipei City. 360 valid questionnaires were received and analyzed, with an valid response rate of 90%.
The conclusions of this study can be summarized as follows:
1. The major policies of the Ministry of Education (MOE) related to the assistances for disadvantaged students include two main kinds, e. g. financial support and learning support.
2. The related policies of the New Taipei City have been mainly based on the policies of the MOE, which mainly provide financial support and remedial teaching for disadvantaged students.
3. The satisfaction of teachers about administrative support is the highest among various dimensions of the related measures, while that of personal perception is the lowest.
4. The satisfaction of teachers about the financial support for tuition fees is the highest among the various dimensions related to the implementation of the above-noted measures, while the dimension of learning support is the lowest.
5. The satisfaction of teachers about the related measures and their implementation differed significantly in terms of their school sizes, locations of schools, teaching subjects, and years of teaching.
6. The satisfaction of teachers about related measures and their implementation are positively related.