Investigation Of Teachers' Personal Initiative Traits In Secondary Vocational School

To fully play the teachers'personal initiative is the key of improving the education quality of the secondary vocational school. On the basis of literature analysis, questionnaire and interview, by applying the statistical analysis, this paper primarily set forth the five systematic dimensions of the personal initiative, makes the questionnaire, and conducts a questionnaire survey about the current situation of the teachers'personal initiative. Finally, according to the research findings, the author put forward some suggestions so as to provide reference to the personal initiative study of the secondary vocational school at present.The research findings:1. The questionnaire, with a high reliability and validity, is composed in five dimensions including teaching behavior, student education, self-improvement, collaborative behavior, and work extension.2. The overall level of the teachers'personal initiative ranks high. The'self-improvement'scores highest and the'collaborative behavior'scores lowest.3. There are remarkable differences between men and women teachers'personal initiative: on teaching behavior and student education, men are higher than women teachers, while women are higher than men on work extension; teachers aged between 30 and 39 scores higher than aged above 50 and aged between 20 and 29 on teaching behavior and student education; on collaborative behavior and work extension the aged 40~49 higher than the aged 20~29; the group teaching for 6 to 15 years higher than the group below 5 years and above 16 years on teaching behavior, the 6~10 years and 11~15 years higher than the other groups on self-improvement.4. There are remarkable distinctions resulted from teachers'titles and subjects: teachers with primary titles are lower than that with junior and senior titles on teaching behavior, while the primary and junior are higher than the senior on self-improvement; on work extension, there is a remarkable increase by titles'level. the culture class teachers are remarkably higher than the guidance teachers on self-improvement, and also much higher than the specialized course teachers and the guidance teachers on collaborative behavior, while the specialized course teachers and the guidance teachers are higher on work extension; teachers with administrative post are higher than the teachers without the post on collaborative behavior and work extension; class advisers are much higher than general teachers on student education and collaborative behavior.