Abstract
本研究旨在探討「我國公共職業訓練中心職業訓練師在職進修需求及其相關因素」，研究者首先以文獻分析的方法，探討職訓師的工作內涵、應具備的專業能力，以及師資在職進修的理論與需求評估的方法。其後則採用調查研究法，依研究者編製的「我國公共職業訓練中心職業訓練師在職進修需求及其相關因素之研究調查問卷」，以我國行政院勞工委員會職業訓練局，其業務所轄十三所公共職業訓練中心之職訓師二百六十五人為研究樣本。資料分析採用次數分配、百分比、、平均數、標準差、t 檢定、單因子變異數分析、點二系列相關、Pearson 積差相關、多元逐步迴歸等統計方法。 本研究獲致如下之發現：一、職訓師最希望參加在職進修的方式依次為：赴企業界進修、赴大專院 校進修學位、赴國外進修及職訓局舉辦之國內進修。二、職訓師最希望參加在職進修的課程內容依次為：技能專精訓練、發展 第二專長、拓展知識理論與資訊電腦技能。三、職訓師最希望在職進修的時段安排在平時上班時間。四、職訓師認為理想的進修期間以一週左右以及八週或以上為宜。五、職訓師參加在職進修之限制依次為：授課時數過多、進修訊息太少、 無人代理工作、進修職類不適合、選派方式不當以及無適當之獎勵。六、職訓師肯定其現有能力水準，只有極少數因不同背景而有顯著差異。七、職訓師對在職進修需求之急迫性與年齡、任教年資呈顯著負相關。八、職訓師對獲得在職進修的機會與年齡、任教年資呈正相關，而與教育 程度呈負相關，並因單位地點而有顯著差異。九、職訓師對參加在職進修的需求強度很高，但與年齡、任教年資則呈顯 著負相關；且與是否為泰山職訓中心師資班結業之職訓師、是否曾參 與教學法進修而有顯著差異。十、職訓師之年齡、單位座落、年資、職稱以及是否為泰山職訓中心師資 班結業等背景變項，對職訓師在職進修之需求強度有預測力，其中以 年齡較具預測力。The purpose of this study was to explore the demands of the vocational training teachers and the related factors in their in-servece training. The researcher reviewed the related literature to survey the work content and professional ability of the valuation methods about the quality and the demands of in-service training. A questionaire "the demand of the vocational training teachers and the related factors in their in-service training" was developed to collect data . The sample included 265 vocational training instructors. Frequency distribution, percentage, mean, standard deviation, t-test, product-moment correlation, one-way ANOVA, and stepwise regression were used to analyze the data collected. The conclusions of this study were as the following: 1.The most favored ways of participating in the in-service education were studing in industry; obtaining degrees at academic institutes,studing abroad and the training at the voca- tional Training Centers. 2.The desired programs were advanced skill training, second expertise developing, knowledge theories enhancing and computer training. 3.The best time for training was during the regular working hours. 4.The ideal training period was about a week or eight weeks and above. 5.The obstactes in taking the in-service training were heavy teaching load, too little information about the training, no substitute to the work, unfitting of the training, inproper selection process and no proper encouragement. 6.The teachers'self-evaluation of ability was not different due to various backgrounds. 7.The demands of in-service training was negatively related to the age and service duration. 8.There was a high positeve relationship between teachers' age, service duration and education background to obstaining the training opportunities. Also, there was a significant difference contributed by the factor of workplace. 9.It was important for teachers to take in-service training, but a negative relationship to age and service duration. Besides, there was a significant difference whether the teachers participated the training of teaching method or graducated from Tai-shan Vocational Training Center. 10.The teachers' age, institute location, position and back- ground could affect the teachers' demand of further training, and the age was the best predictor.