Hebrew in a Reform Temple School

Implementation von Förderung in der Grundschule: eine vierjährige Schulentwicklungsstudie zum Einsatz mathematischer Förderung im Anfangsunterricht der Grundschule

This study was designed to assess the elementary and middle school students’ performance in the Gender Equality Education curriculum with longitudinal methods. The purpose was to locate the teaching emphasis among elementary school, junior high school and senior high school. By stratified sampling, there were 2,867 participants in this study (1,097 participants from Elementary School, 785 from Junior High School, 1,034 from High School and Vocational School). Data were collected from the questionnaire, which contained six parts — awareness, knowledge, attitude, behavior and intention, self-efficacy of gender self-understanding, interpersonal relationship and demographic information. The important findings were as follows: 1 .The percentage of implementation on gender education is increasing, but 10% of elementary school students, 20% of junior high school students and 30% of senior high school students indicated that not such program was offered in their schools. 2.The improvements are: first, the awareness, knowledge and attitude of elementary school students; second, awareness, knowledge and attitude of junior high school students ; third, awareness of gender inequality, knowledge and attitude toward gender role, self-esteem, homosexuality of senior high school students. 3. The following parts are necessary to be enhanced: The middle graders of elementary school—knowledge about physiology and reproduction; The upper graders of elementary school—self-efficacy about affective expression and communication; junior high school—gender role attitude toward gender interaction, gender career interest and performance, gender competence and performance; senior high school—knowledge about physiology and reproduction, sexual harassment and abuse , gender career interest and performance, gender competence and performance. Additionally, the Ministry of Education ought to pay attention to the increasing rate of sexual behavior in junior high school and senior high school. 4. The regressive parts are: first, junior high school—self-efficacy about “refusal skill and self-adaptation”; second, senior high school—self-efficacy about “affective expression and communication” and “refusal skill and self-adaptation”.

Since the beginning of the 19th century, followed by the migration of the Chinese people towards south, there was a rise of private schools in Penang, Melaka, and many other places in Singapore. Later on, the academic system spread everywhere in Malaysia. The new form of Chinese schools was first established in Penang. The Chinese School in Penang was the first school that started the trend of “schools for all people”. The success of The Chinese Junior High School hit the highest point among all Chinese schools, ranged from primary schools, junior high schools, high schools, to universities. The opening of Southern Pacific University in 1956 was the peak point. After the World War II, The Malaysian Union was established because of the strong belief of Malaysian’s nationalism. The Chinese schools were then treated unequally, especially after the announcement of “One for All” report. However, the persistency of Chinese supporting groups preserved the Chinese schools anyhow. In order to exercise the law of education in 1961, the government enforced the Chinese schools to change its form by using all kinds of strategies and limited resources. In this action, almost every Chinese school was demolished. Fortunately, the members of the Chinese committee still supported the Chinese culture. Furthermore, after the Malaysia Chinese Independent Schools took action in 1973, the Chinese schools have been growing even until now. In this Malaysia Chinese Independent Schools action, a committee had been proposed a proposal. The first Chinese Unified Examination was held in 1975 under the pressure from the government. The examination was to examine the academic level of Chinese, and it was also used as a guideline to determine the ability of the graduates. Also, most companies recruit people based on the examination result. The examination is organized by the exam center, the target contestants are the graduates of the Chinese schools. It is widely accepted by the students and the certification (UEC) is one of the application requirements to the universities and colleges in Malaysia and in other countries as well. Therefore, having the certificate is a easy way to get accepted by the schools and the companies. However, it is encountering some difficulties right now because of the government’s education policy and the decrease of Chinese population. The number of students enroll the Chinese schools is declining each year. The Chinese have no political background to support such beliefs results in such dilemma. In the 21 century, learning Chinese is now a big trend for all people around the world. It is believed that the transformation of the society and the idea of multi-culture have been extensively accepted. The business partnership between Mainland China and the Chinese society also gives rise to the growth of Chinese learning. On the impact of the free trade between China and the ASEAN countries with Malaysia, the improvement of Chinese education is stimulating and impressive. Not only that, the Chinese Independent Schools Unified Examination also provides opportunities to people around the world.

This research is for exploring the present situation of Schools’ Image Management, Public Relation and School Effectiveness and analyzing the differences and correlation of different background variables as well as prediction and intermediate effects. In this research, teachers and administration staff of public elementary schools in Taoyuan as the population of research. In stratified random sampling, 76 schools, 915 teachers and administration staff were drawn as the samples for the research. Tools of this research are Schools’ Image Management Questionnaire, Public Relation Questionnaire and School Effectiveness Questionnaire are employed for survey. 810 sets of questionnaire were mailed out and recovered 795 sets. The usable rate is 98.1%. The recovered copies of questionnaire were processed in descriptive statistics and analyzed in various statistical methods, including -test, ANOVAs, Pearsons Product-Moment Correlation, Multiple Regression and Hierarchical Multiple Regression. The results of the research are concluded as the following: 1. In the Schools’ Image Management Perspectives of Elementary school of Taoyuan County, the Professional Image of Teacher scored the highest and the Image of Alumni Performance scored the lowest. In the Public Relation Perspectives, the Support and Cooperation scored the highest and the Planning and Decision Making scores the lowest. In the perspectives of School Effectiveness, Teachers’ Instruction Quality scored the highest and the Student Learning Performance scored the lowest; 2. The tested samples are not with significant difference in the overall awareness of School Image Management as resulted from the difference in gender, educational background, and marital status; however, tested samples with difference in age,teaching seniority, job and size of school has significant difference in the overall awareness of school image management. 3. The tested samples are not with significant difference in the overall awareness of public relation as resulted from the difference in gender, age, educational background, seniority in teaching, jobs and; but the tested samples of different marital status and school sizes has significant difference in overall awareness of public relation. 4. The tested samples are not with significant difference in the overall awareness of school effectiveness as resulted from the difference in educational background, seniority in teaching, jobs and marital status; but, the tested samples are with significant difference in the overall awareness of school effectiveness as a result of difference of gender, age,teaching seniority and scale of school; 5. There is significant positive correlation among Schools’ Image Management, Public Relation and School Effectiveness; 6. The two variables, Schools’ Image Management and Public Relation of elementary schools in Taoyuan County can effectively predict School Effectiveness; 7. Public Relation has intermediating effect on School s’ Image Management and School Effectiveness.

The Catholic Diocese of Lismore is situated in the north-east coastal area of New South Wales, Australia. Catholic education in this diocese is based on the premise that school and parish work together in partnership for the personal and spiritual development of students. This premise relies on the assumption that teachers and clergy share a common view of the mission of Catholic schools. However, some recent studies highlight a lack of shared vision and indicate that teachers and clergy frequently have different expectations of what Catholic schools should be. This study examines similarities and differences in perceptions of the religious dimension of the mission of Catholic schools among the teachers and clergy in the Lismore Diocese. It identifies areas in which there is a significant lack of congruence. The study also explores the relationships and the quality of partnerships between teachers and clergy and identifies issues that are potential sources of tension. Furthermore, it considers implications for change. Self-completion questionnaires were given to the target population which consisted of all the full time teachers in Catholic schools and all the clergy on active duties in the Lismore Diocese at the beginning of 1997. Subsequent semi-structured interviews were conducted with all the clergy in the group and with thirty two teachers chosen through random sampling. Data yielded little evidence of sustained dialogue between teachers and clergy on issues related to the religious orientation of Catholic schools. Although there were some similarities in the teachers' and priests' perceptions of the religious dimension of the mission of Catholic schools, there was a considerable variation in their perceptions of priorities for these schools. Some of these differences could be linked to teachers' individual relationships with the institutional Catholic Church.;Teachers and priests were found to differ significantly in their understanding of the effectiveness of Catholic secondary schools. The study also found that ecclesiastical language used to describe the mission of Catholic schools is not always understood by teachers who work principally out of an educational context. Moreover, the study found that relationships between teachers and clergy were often hindered by poor communication, lack of clarity with regard to roles and expectations and very different perceptions of the structures and practice of authority. Many teachers believed that clergy were 'out of touch' and unrealistic in their expectations of schools and teachers. Many priests, on the other hand, considered that teachers had generally lost a sense of 'vocation' and religious motivation for their involvement in Catholic schools. Priests were generally more interested in forming partnerships with schools than were teachers in forming partnerships with parish communities. The perception that secondary school communities did not relate to parishes as well as their primary counterparts was widespread among clergy. This study makes several recommendations for the improvement of communication and dialogue between teachers and priests. It also recommends that similar research be carried out in dioceses where the parish-school authority structure differs. As part of this study the initial findings were presented to a significant gathering of clergy and school principals. The resulting discussion led to the proposal of strategies for improvement in communication and partnership. In this way the applied research in the study became an agency of change itself, working in the direction of a better culture of communication and collaboration regarding the religious mission of Catholic schools.

There are many public secondary schools in Bureti Sub-County. Most of the students in these secondary schools have been facing cases of indiscipline for many years and these cases seem to be increasing as years go by causing a lot of concern to the school management, parents and the communities at large. Although counseling is offered in the secondary schools, there has been a rise in indiscipline cases at an alarming rate as experienced especially in 2016. The purpose of this study was to examine the effectiveness of guidance and counselling programs on managing indiscipline cases in secondary schools in Bureti Sub-County, Kericho County, Kenya. The study was guided by the following specific objectives; to investigate the competence of teachers in providing guidance and counselling programs in secondary schools in Bureti Sub-County and to establish the attitude of students and teachers on guidance and counselling programs in secondary schools in Bureti Sub-County. The theoretical framework adopted by the study was the Social Learning theory by Albert Bandura (1977) and Operant Conditioning theory by B.F. Skinner (1948). The Social Learning and Operant Conditioning theories were adopted because they help to change the behavior of the students and thus help to reduce indiscipline cases in schools. The target population comprised 52 public secondary schools, 52 head /deputy head teachers, 52 teacher counsellors, 540 teachers and 10532 students. Out of all these, a sample of 10 secondary schools, 10 head/deputy head teachers, 10 teacher counsellors, 108 teachers and 2106 students were selected through the Purposive sampling technique. Stratified Sampling technique was used to select the secondary schools that were studied whereby the strata consisted of mixed day boarding school, mixed day school, boys’ only boarding school, girls’ only boarding school and girls only day schools. The instruments that were used to collect the data for the study were questionnaires for head/deputies, teacher counsellors, teachers and students and interview schedules were administered to the teacher counsellors and to deputy head teachers. The data was analyzed using descriptive statistics and tested using Pearson product moment correlation coefficient using Statistical Package of Social Sciences. Questionnaires were analyzed using summary tables for the purpose of data presentation and interpretation. The expected findings were used to guide policy makers in providing guidance and counselling programs in secondary schools. These findings will be useful in the schools. Article visualizations:

The main purpose of this study is to discuss the relationship among the principal’s visionary leadership, school strategy and innovation performance, and then analyze the interaction among these three.Surveys are the main method of collecting information for this study. Taoyuan County teachers were selected and approved as the primary study group.Researchers prepared the principle’s visionary leadership, school strategy and innovation performance as guidelines for collecting data for this study.The study’s data and information were used to interpret the analysis of statistics, Pearson’s product-moment correlation, regression analysis and path analysis etc. as the basis for this analysis. The following are the results of this study: 1.In order to enhance and distinguish class character, principals should break away from traditional methods and use the principal’s visionary leadership to promote teamwork between teachers 2.Utilize data and information from both inside and outside the school to encourage the sharing of information between teachers. 3.In addition to using the principal’s visionary leadership for gathering information and domain strategy, there are other factors should take into consideration. Lastly, according to the study’s results we are able to provide effective suggestions as a basis for educational organization, school units and future researchers. This enhances the development the spirit of principal visionary leadership through school management strategy in which elevates the goal of creative school management. A:Suggestions for educational organization: 1.Implement a system of recognizing feature certification schools. 2.In order to share information and promote interaction between schools, properly subsidize distinguishing schools to expand funding. 3.Increasing staff will motivate teachers to voluntarily use their own initiative to develop class structure. B.Suggestions for school units: 1.Encourage teacher’s participation in a school’s specialized activities and utilize local culture to design classes. 2.Principals should take into consideration the school’s environment and teacher’s characteristics when adopting the proper visionary leadership of school management. 3.In order to develop a feature school, arrange a class for teacher’s pursuing personal growth and professional goals. C.Suggestion in improving future researchers: 1.Study schools that have been successful in using the principal visionary leadership model that encourages creativity of management. 2.Consider expanding this study to parents and staff to reflect the over-all reality of a school’s environment. 3.In order to study the effects on school management creativity, consider inspiring a teacher’s motivation, the principal’s individual character, the school’s organizational culture, and class structure. Another consideration should be to enhance a teacher’s professional knowledge, experience, and over-all community involvement.

The development of science, technology, and arts, as well as the development and social changes of a community, is so rapid. Thus, the challenge of the future education is not easy. Education is a cultural strategy and is not merely a conscious effort. As an educational institution, High School (SMA) has a very strategic role to restore education to the spirit and identity of Indonesia. The principal has a very important role to play in his/her vision and mission, and the school's organizational culture is an essential component of success in his/her leadership. The organizational culture-based “among” system leadership model is considered appropriate to be implemented by the principal. Therefore, it is necessary to further observe the leadership model and value system that is the organizational culture in the school. In general, this study aimed to describe the organizational culture-based “among” system leadership model in five public and private multicultural high schools, and those which are religiously affiliated in the city of Yogyakarta. The five schools include SMA Negeri 3, Taman Madya Tamansiswa High School, SMA PIRI I (Islam), Christian BOPKRI I High School, and Catholic Marsudi Luhur High School, all of which are in Yogyakarta City. This study employed a qualitative approach with data from the natural background as the source of primary data. This study aims to know and simultaneously describe the leadership model of the organizational culture-based “among” system of the schools in Yogyakarta City. The study was designed as a multi-case study model. To be able to understand the meaning of such events and interactions, theoretical orientation and theoretical perspective with a phenomenological approach were employed. Based on the results of the documentary, observation, and interviews studies, this study shows differences between the five high schools although nuances to Indonesia is in fact still reflected in it. The differences can be interpreted as a diversity that is a reflection of the specificity and typicality of the schools concerned. Besides, it was found that the organizational culture was developed on the basis of local wisdom, nationalism, and Islamic faith. It is these factors that affect the leadership pattern of the principals in the schools. The fact shows that the leadership model implemented in the High Schools in Yogyakarta City dominantly refers to government regulation and or foundation one for the private schools; it also has a multicultural nuance based on the local or religious wisdom or a combination of both. It is implemented with the slogans of silih asih, asuh, and asah which are actually the essence of “among” system leadership model. Islamic schools need to go deeper into the wisdom of Rasulullah Muhammad S.A.W's leadership, known as prophetic leadership, to act as worship, to give priority to ministry, instead of asking to be served. The prominent Christian teaching is the spirit of loving that is based on service which needs a profound interpretation that love is giving rather than asking for services. Therefore, the organizational culture-based among system leadership model of the schools that refers to local, national, and religious wisdom is expected to produce an optimal and sustainable performance.

Australian acceptance of middle schooling has been gaining momentum. The impetus behind the introduction of middle schooling in Australia has been to provide a more developmentally appropriate educational experience for Years 6-9 students (approximately ages 10-11—14-15) and a smoother transition between the traditional primary and secondary divide. An underpinning practice in the philosophy of middle schooling is small communities of teachers and students. Teachers working in a middle school environment are organised into small teaching teams that plan and teach together. Middle schooling practice, however, demands some reshaping of complex and multiple relationships among teachers. This reshaping includes collaborative planning, teaching, assessing, and reporting within teaching teams, together with closer relationships with students, administrative staff, parents, and the wider community. These collaborative tasks require teachers to negotiate a new complex web of interrelationships. Stages in group development have been explored in a variety of settings. Tuckman (1965) identified four stages in the development or “life cycle” of groups (i.e., forming, storming, norming, and performing) that have been shown to be transferable to groups across a number of disciplines. As newly formed middle school teaching teams evolve and work to complete these new collaborative tasks and negotiate these new relationships, they have been reported to progress through this same life-cycle. The way that these teams move through these progressive stages is important to the effective functioning of the team. This purpose of this study was to examine the formation, development and maintenance of four middle school teaching teams over the course of their first year as a team. This study aimed to identify factors that facilitate or hinder a positive trajectory for a team’s development and to explore the influence of a school’s culture on teaming practices. Teams involved in this study were all in government run middle schools in South East Queensland that introduced an holistic reform in the last decade. A multi-site case study approach was used. Qualitative data were gathered through semistructured individual interviews with core teaching staff in each team and through notes taken during participant observation days throughout the year. Comparisons of data within and across teams revealed six main characteristics that were found to either positively or negatively influence teaching teaming in the four teams from the three Queensland schools participating in the study. These characteristics concerned (a) training (i.e., both preservice and inservice); (b) administrative support throughout the teaming process (i.e., from formation to establishment and maintenance); (c) attitudes of team members to teaming (i.e., a willingness to participate in a team and experience and confidence in contributing to the team); (d) relationship building; (e) conflict; and (f) school culture. These results resonated with the research literature on the experiences of middle school teaming practices in the USA. A school’s culture was identified as one of the six defining characteristics of a team’s experience within the first question of the study. It was found to exert facilitating and inhibiting effects on the other 5 characteristics that were identified. Moreover, the results revealed several aspects of working in teams that teachers found challenging. A lack of specific training in teaming skills (i.e., either preservice or inservice) prevented teachers from establishing adequate team protocols (i.e., goals, rules, and roles) able to facilitate the smooth functioning of the team. Specifically, teachers generally demonstrated limited and ineffective means of dealing with conflict, which, in most instances, caused team development to stagnate or regress. Findings from this study has shown a gap between what the middle school literature has said about collaboration and teaming and how it is being implemented in these three Queensland middle schools. This study also demonstrates the urgent need for preservice and inservice training in teaming practices to occur concurrently with the introduction of a middle years’ reform in Australia. It also identifies a list of specific teaming skills that are required by teachers embarking on a teaming experience and a list of the facilitating and hindering factors to team formation and development at an individual, team, and school level.

While English has been the primary foreign language to learn in junior high schools and high schools in Japan, it was introduced to elementary schools as an ”optional activity” in 2002. According to the Japanese Ministry of Education, ”MEXT,” about 97.1 percent of elementary schools throughout Japan engaged in some kind of ”English activity” with an average of 15.9 hours per year (for 6th graders) in 2007. Although these figures may indicate an increase in interest in teaching English at elementary school level, additional data suggest serious concerns among elementary school teachers. One of the main sources of the concerns is the fact that most English activities are taught by homeroom teachers who do not hold any formal teaching credentials in English. However, the MEXT has announced that English will become a ”mandatory activity,” not an academic subject. in elementary schools in 2011, which may trigger more problematic situations. This paper addresses the issues related to the implementation of elementary school English in Japan from the following perspectives: (1) Role and relevance of English in an Asian context, (2) Importance of coherent education from elementary to tertiary level, (3) Brief history and current status of elementary school English in Japan, (4) Professional competencies for elementary school English: pedagogical competency and English ability. Although English is recognized as the most widely used language of international communication, there has been no consensus of opinion about the purpose and goal of English education at elementary school level yet in Japan. In principle, teacher training and induction will not be offered to elementary homeroom teachers. In addition, the requirements for teachers of elementary school English have not yet been clarified by the MEXT. Main findings of the survey with 600 elementary school teachers, conducted in 2006 and 2007, and suggestions for designing of elementary school curriculum, teaching materials, and teacher education will also be discussed for further research.

How do students, who have been identified as gifted and talented, experience their time at secondary school? What elements of their school's culture help or hinder their personal and academic development? This longitudinal study focuses on the lives of five students in an English secondary school, who had been identified as gifted and talented, and on how they developed personally and academically during the 4 years I observed them. Their interviews tell a compelling story about what it meant for them to be labelled as gifted and what aspects of their schooling either helped or hindered their personal and academic development. One of the key findings of my research is that a Formal school culture, which is mainly concerned with examination grades and progress, seems to discourage students from being enthusiastic about learning and thus fully engaging in lessons. Further, this academic disengagement hindered some students to learn how to study independently and how to revise for tests and examinations effectively. Influenced by the work of Dweck (2000) this study explores how self-theories of gifted students develop in the setting of an English secondary school in connection with the school culture and how this influences their academic engagement. My research is based on a typology of school cultures developed by Hargreaves (1999) which embraces academic as well as social-emotional aspects of schooling thus complementing my research questions well. The study follows a mixed methods approach and includes data from semi-structured interviews, questionnaires and informal observations. To track the educational journey of the students I used a visual tool called the Blobs which enabled me to illustrate changes in students' perceptions of their personal as well as academic situation in school. The main findings of this study centre around the difficulties some of the observed students had in developing a positive self-theory in respect to learning and academic engagement to be able to fulfil their academic potential. Also, students shed some light on what kind of learning environments they liked and what aspects of a Formal school culture seemed to hinder their personal but also academic development. Especially, a focus on grades only, as well as not very engaging and challenging lesson content on a regular basis, seemed to lead to a coasting approach to learning and to school, which slowed academic progress for some of the students. My data suggest that labelling some students in a school or class as gifted or talented can be counter-productive and in most cases did not have many positive connotations for the students observed. Rather, it seemed that on occasions it actually led to more struggles and negative experiences with peers as well as teachers.

This research studies the relationship between elementary school teachers’ understanding of the principals’ leadership styles and the teachers’ organizational commitment. After studying of some documents, the researcher took survey samples from the elementary school teachers working in Hsinchu City and Hsinchu County. With approaches as Descriptive Statistic, Factor Analysis, Reliability Analysis, Independent-Samples T Test, One Way ANOVA Analysis, Pearson’s Product-Moment Correlation Analysis, and Multiple Regression Analysis, the researcher concludes: Ⅰ.The status quo of the elementary school principals’ leadership styles and the teachers’ organizational commitment: 1. Most principals’ main leadership styles are Harmonious Cooperation Type, Democratic Type and Humanitarian Type. 2. The leadership styles of principals from different schools differ, obviously according to the schools’ environment. 3. Gender, years of service and administrative experience caused significant differences in the principals’ leadership styles. 4. In the survey, the average score of elementary school teachers’ organizational commitment is high, and among them, effort commitment won the highest score. 5. The teachers from schools of different sizes differ in their value commitment. The teachers from schools that have different history differ in their value commitment and retention commitment. 6. Male teachers perform better than female teachers in their value commitment, effort commitment, and organizational commitment. 7. As a whole, directors perform better than chiefs and homeroom teachers in all the dimensions of organizational commitment. Gender and administrative experience caused obvious differences in their organizational commitment. Ⅱ.The relationship between the principals’ leadership styles and the teachers’ organizational commitment: 1. There are different types and dimensions between the principals’ leadership styles, and they correlate with each other positively or negatively. It shows that the nature of each leadership style will affect the principals’ leadership style practically. 2. The dimensions of teachers’ organizational commitment appear to be positively correlated with each other. 3. The leadership styles that are more “positive,” including harmonious, democratic, and humanitarian styles, are positively correlated with each dimension of the teachers’ organizational commitment. Meanwhile, the leadership styles that are more “negative,” including political, ivory tower like, hands-off, power-maintained, or mission-directed style, are the other way round. Ⅲ.The prediction on teachers’ organizational commitment from the principals’ leadership styles, teachers’ population variables and school environment variables. 1. For the school with a principal of harmonious, democratic, or humanitarian leadership-style type, we can predict the value commitment, effort commitment, and the teachers’ organizational commitment. 2. For the school with a principal of political, ivory tower like, hands-off, power-maintained, or mission-directed-style type, we can predict the retention commitment. 3. We can predict the value commitment and organizational commitment of a female teacher, or who has been a director, or who has worked for the school for 6 to 10 years. 4. We can predict the effort commitment of a female teacher, or who has been a chief of a department, or who has worked for the school for 6 to 10 years. 5. We can predict the teachers’ organizational commitment of the schools that were established less than eight years ago. We can predict the teachers’ effort commitment of the schools that were established less than twenty years ago. We can predict the teachers’ value commitment of the schools of less than 49 classes and that were established less than eight years ago. We can predict the retention commitment of a teacher who has been a chief of a department, or who has worked for the school for less than 5 years, or the teacher of a school that was established less than eight years ago. Finally, according to the discovery and conclusion of this research, the researcher will make some suggestions to the educational bureau, principals and the late researchers.

Summary The main purpose of this thesis is to study the appropriateness in using ‘the Analects of Confucius’ as the moral education material for the 3rd~6th graders at primary schools. Questionnaire survey is used in this study. In school year 2010, evenly and randomly chosen from all four grades at 33 schools, 405 teachers were surveyed, 329 questionnaires being valid. Research results are discussed in two domains: first, the overall view of the primary school teachers on the importance of the contents of the current moral education material and views of teachers with different backgrounds on the contents of the current moral education material; second, the overall view of the primary school teachers on the appropriateness in using ‘the Analects of Confucius’ as the moral education material for the 3rd~6th graders: Primary school teachers regard some chapters and verses as appropriate moral education material for teaching 3rd~6th graders and views of the primary school teachers with different backgrounds on the appropriateness in using ‘the Analects of Confucius’ as the moral education material for the 3rd~6th graders: For the purpose of this research, the researcher developed the questionnaire “the Views of the Educators about Using ‘the Analects of Confucius’ as the Moral Education Material for Primary School Students” after study and analysis on the literature and on-site experiences. Descriptive statistics, independent sample t-test, single factor variance analysis and others are employed for the statistics analysis, and descriptive written answers are analyzed by studying the contents. The following conclusion is obtained after the research in this thesis: I. Overall average score about the primary school teachers’ views on the importance of the contents of the current moral education material is above three points, which shows that these teachers have positive views on the contents of the current moral education material. II. Regarding teachers with different backgrounds on the contents of the current moral education material, school locations, university graduated, job titles, and years of teaching are obviously different statistically. III. Regarding the overall view of the primary school teachers on the appropriateness in using ‘the Analects of Confucius’ as the moral education material for the 3rd~6th graders, 14 questions obtained from 3rd~4th grades and 19 questions obtained from 5th ~6th grades show a score higher than three points, which mean that primary school teachers regard some chapters and verses as appropriate moral education material for teaching 3rd~6th graders, and more so for teaching 5th~6th graders. IV. Regarding teachers with different backgrounds on the appropriateness in using ‘the Analects of Confucius’ as the moral education material for the 3rd~6th graders, genders, university graduated, job titles, years of teaching are obviously different statistically. V. Regarding descriptive written answers, primary school teachers think that besides current moral education material etiquettes are the moral that should be emphasized in teaching 3rd~6th graders, and regarding the appropriateness in using ‘the Analects of Confucius’ as the moral education material in teaching 3rd~6th graders, mostly the meanings of chapters and verses, historical background, students’ real-life experiences and the ways teachers teach are mentioned. Finally, at the end of this thesis, suggestions for education authorities, schools, teachers and consequent researchers are made, based on the research results in this thesis.

This study is mainly aimed at the research on the reorganization and its influential factor of the elementary schools within the indigenous regions which adopted Miaoli and Taichung Counties as examples to conduct the related survey research. In this study, 245 principals, teachers and educational personnel from Miaoli and Taichung Counties were applied as the samples in order to implement the general survey. In addition, in terms of the methods of data collection, the statistical measures, such as Descriptive Statistical Analysis, Factor Analysis, Questionnaire Reliability Analysis, Independent-samples t-Test, One-way ANOVA, Pearson Product Moment correlation coefficient, and stepwise multiple-regression analysis were used to process the analytic induction. The research findings are shown as follows: 1. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties have a higher level of common consensus for the school reorganization. 2. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties have a higher level of cognition for the influential factor of their reorganization. 3. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties with different sex, status, education background and current job have no significant difference in cognition of reorganization for teachers of those indigenous elementary schools in Miaoli and Taichung Counties. 4. Teachers with different ages of those indigenous elementary schools in Miaoli and Taichung Counties have a significant difference in the cognition of their organization. 5. Teachers of those indigenous elementary schools in Miaoli and Taichung Counties with different sex, status, education background and current job have no significant difference in cognition of reorganization for teachers of those indigenous elementary schools in Miaoli and Taichung Counties. 6. Teachers with different teaching seniority and different ages of indigenous elementary schools in Miaoli and Taichung Counties have a significant difference in the cognition of influential factor of their reorganization. 7. For those indigenous elementary schools in Miaoli and Taichung Counties, their reorganization has significantly influenced by the factors of principal’s leadership, organization member, organizational culture and external environment. 8. For those indigenous elementary schools in Miaoli and Taichung Counties, their influential factors have a significant forecasting capability to their reorganization. 9. For those indigenous elementary schools in Miaoli and Taichung Counties, the influential factors of their reorganization, such as “organization members” and “principal’s leadership”, have the key forecasting function on overall and individual aspect.

The research design adopted for the study was Pre – experimental design.. The setting of the study was at Govt. Primary school Amlidih , and Jyoti vidya mandir, Kawardha. The target population in the study was Primary school going children [8– 12year] who were studying at Govt. primary school and Jyoti vidya mandir at Kabirdham. In this study the sample size was 60 [Govt. school -30, Private school– 30]. The sampling technique was Systematic random sampling technique.The tool developed was structured interview schedule consist of three section they were section A socio demographic data , section B attitude checklist, section C multiple choice question knowledge regarding personal hygiene. The content validity of the tool was done by expert. And the value of ‘r’ = 0.8 was found to be, hence the tool were reliable. Pilot study was conducted on 10 primary school going children at Govt. primary school samnapur and 10 primary school going children at Sanskar Public school Private school at kawardha.