.0024.png)
This study is to investigate the degree of teaching concerns of the junior high school teachers, furthermore, to understand the relationship between background and teaching concerns of teachers, so as to provide a reference for the improvement on teaching. The samples of this research are 1108 teachers from 28 Kaohsiung junior high schools, which are taken at random. The ＂Questionnaires on Teaching Concerns of The Junior High School Teachers＂ revised by the researcher is the measure of study. The scope of teaching concerns includes three: self concerns, task concerns and impact concerns. The information from investigation has been handled through variation analysis of one-way ANOVA and two-way ANOVA. According to the results of research, there are several important findings as follows: 1. The sequence of teaching concerns of the junior high school teachers is self concerns, impact concerns and task concerns. 2. The junior high school teachers are in certain uniformity on response to the teaching concerns. 3. To the junior high school teachers, there is no difference in most concerns and least concerns in the respect of teaching concerns. 4. To the junior high school teachers, the most concerns of the teaching concerns are self concerns while the less concerns are task concerns and impact concerns. 5. Due to different education background, the task concerns of the teachers show significantly different. 6. Due to different service years, the task concerns of the teachers show significantly different. 7. The task concerns of the teachers trend toward progressive decrease by age adding, but it does not reach significant difference. 8. Due to different teaching courses, the teaching concerns of the teachers show significantly different. Teachers in charge of mathematics, languages, and natural courses show higher teaching concerns than those in charge of art and social courses. 9. Due to different sex and teaching courses, the teaching concerns of the teachers show significantly different. The female in charge of art and social courses and the male in charge of languages, natural and mathematics courses are higher on task concerns. In view of the above findings, there are some points suggested: 1. To enrich professional education content of normal education, so as to increase teaching concerns of the teachers. 2. To extend handling of the further study for teachers and enrich study content, so as to improve teaching ability. 3. Administration supports teaching and teaching benefits students, so as to promote concerns of the teachers. 4. Administration as a leading, to duly encourage teachers, so as to increase the teachers concerns on teaching task and effects. 5. To bring the school formal organization function into play, so as to improve teaching.
