Details

Autor(en) / Beteiligte

• Liu, Hsien-Yung

Titel

A descriptive study of value orientations of physical education teachers in Taiwan, R.O.C

Ort / Verlag

ProQuest Dissertations & Theses

Erscheinungsjahr

2001

Quelle

ProQuest Dissertations & Theses A&I

Beschreibungen/Notizen

• The purpose of this study was to ascertain the educational value orientations of selected physical education teachers in Taiwan, and the relationships of gender, teaching experience, grade level, and areas in which they work. Value orientations were measured with the Value Orientation Inventory-2 which was translated into complicated Chinese for this study. Participants (N = 353) were recruited via stratified random sampling from the population of physical education teachers in Taiwan. Each participant had five composite scores representing five value orientations: disciplinary mastery, learning process, self-actualization, social responsibility, and ecological integration. One hundred fifty-two participants had one high priority value orientation and a smaller number (n = 76) had more than one high priority value orientation. Other physical education teachers (n = 124) had one or more low priority value orientations. Based upon the responses, the value structures of Taiwanese physical educators were generated. Some of the characteristics are consistent with the literature in the United States and People's Republic of China. Others are specific to Taiwanese society and culture. The data indicated that Taiwanese physical educators possess multiple, diverse value orientations and the largest percentage of strong value orientation scores was for the value orientation of learning process. There were significant differences for gender, experience, grade level, and area in the evaluation of value orientations in the study. The specific characteristics of Taiwanese physical educators include: (a) more males prioritizing disciplinary mastery and learning process, but more females prioritizing social responsibility; (b) more experienced teachers prioritizing learning process; (c) more elementary school teachers prioritizing social responsibility; and (d) more rural teachers prioritizing disciplinary mastery and learning process. Both the Oriental culture and the curriculum goals of physical education contribute to the differences of evaluation of value orientations in the study. The former presents the relationship of mind and body in Taiwanese physical education, while the latter emphasizes the social-affective domains of Taiwanese compulsory education. Thus, Taiwanese physical educators emphasize self-control, self-concept, and social responsibility to reach the coordination of body and spirit in their practices.