The aim of the present study is to investigate the attitude of teacher career development and career guidance of social influence model. In the present research, 387 of elementary school teachers in southern Taiwan were taken as samples of exploration of attitude, while the students in Tainan Teacher College were taken as specimens of experiment design of social Influence model. Furthermore, the materials used in the present study included Inevntory of teacher career attitude, Rational-Emotion Education, and effeciency survey of counselor. The results were analyzed by using ONEWAY, Canonical Correlation Analysis, Discriminant Analysis, ANOVA, t Test and COVA.
The followings were concluded:
A) Investigations regarded to attitude of teacher career development:
1. attitude of teacher career development were not dependent on professional attitude;
2. due to changes in career myth, there was a marked difference in attitude of teacher career development.
Enthusiastic status was quite different from frustration and comptency-building status, whereas wind-down status was apparently different from frustration;
3. from the observation of type of career myth, except type I&2, there were marked differences among 4 types;
4. the model of canonical correlation analysis path proposde in the present study was not supported;
5. to the effect of discrimination of Inventory of teacher career attitude, attitude of teacher career development could produce two discriminant functions. The proposed proportion of career myth, professional attitude, school variance and among then, professional attitude was the most important to teacher development status. The proposed proportion to the whole distinguishment in distinguished predict variance was 28.42%.
B) Effect of social influence model on application of career guidance were confirmed.
According to conclusion of the present studies, the following suggestions were proposed:
1. The coordination of educational policy with school
(1) look on the necessity of teacher professional growth;
(2) supply enough the sources of teacher''''s guidance;
(3) continuing enbroad opportunity of teacher in-service learning;
(4) and elevation of the abilies of teacher''''s career cognition.
2. Future studies and improvement
(1) direction of the research;
(2) coordination of related theories;
(3) the application and improvement of instruments used for assessment;
(4) and the investigation of theories of career myth.