高雄市國民小學教師專業發展評鑑態度與教師專業成長關係之研究

A Study of the Relationship among Professional Development Evaluation Attitudes of Elementary School Teachers in Kaoshiung City and Teachers’ Professional Growth

劉淑敏(Shu-Min Liu)

指導教授 ： 魏惠娟

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

高雄市國民小學教師專業發展評鑑態度與教師專業成長關係之研究
指導教授：魏惠娟博士
學生：劉淑敏

摘 要
本研究旨在探討高雄市國民小學教師專業發展評鑑態度與教師專業成長之關係，並根據研究結果提出建議，以供日後推動實施教師專業發展評鑑之參考。
本研究採問卷調查法，抽取高雄市參與辦理教師專業發展評鑑國小之校內正式教師為研究對象，共抽取了52所小學，發放534份問卷，回收493份，有效問卷455份，回收率達92.32%。問卷回收後，將問卷調查所得資料以描述性統計、單因子變異數分析、皮爾森積差相關及多元迴歸分析等統計方法處理。經統計套裝軟體SPSS14.0分析結果，獲致以下結論：
一、高雄市國小教師專業發展評鑑態度認知現況為「中高程度」表現，其中以對「評鑑規準」層面的重視程度最高。
二、高雄市國小教師專業成長知覺現況為「中高程度」表現，其中以「班級經營與輔導」層面表現最好。
三、高雄市國小教師對專業發展評鑑態度部分層面的認知會因不同「性別」、「服務年資」及「職務」而有顯著差異。服務年資為「5年以下」的教師表現顯著高於「11~15年」的教師；主任和科任教師的評鑑態度知覺較佳。
四、高雄市國小教師對教師專業成長部分層面的認知會因不同「職務」及「學校規模」而有顯著差異。「主任」的認知顯著高於「級任教師」；「整體」、「課程設計與教學」及「研究發展與進修」層面中，大、小型學校教師表現優於中型學校教師。
五、高雄市國小教師專業發展評鑑態度與教師專業成長成正相關。
六、高雄市教師專業發展評鑑態度各層面對教師專業成長各層面有顯著解釋力。
關鍵詞：國民小學教師、教師專業發展評鑑態度、教師專業成長

關鍵字

教師專業成長 ； 教師專業發展評鑑態度 ； 國民小學教師

並列摘要

A Study of the Relationship among Professional Development Evaluation Attitudes of Elementary School Teachers in Kaoshiung City and Teachers’ Professional Growth
Advisor:Dr. Hui-Chuan Wei_
Student:Shu-Min Liu
ABSTRACT
The purposes of the study are to explore the relationship among professional
Development evaluation attitudes of Elementary School Teachers in Kaoshiung City and
teachers’ professional growth, and provide suggestions according to the result of the study
to be references in the future.
The investigation was based on the questionnaire survey. Select the object of study from the teachers of Elementary School who apply for teachers' professional development evaluation. Select the 52 Elementary Schools, distribute 534 questionnaires , and 455 valid responses remained, resulting in a valid response rate of 92.32%. These responses were statistically analyzed on SPSS for Windows14.0 using descriptive statistics, one-way ANOVA, t-test, Pearson product-moment correlation, and multiple regression analysis. The results of this study revealed:
(1)The elementary school teachers’ attitude toward professional development evaluation in Kaoshiung City is on a high degree of performance, which for the " criteria of evaluation " the highest level of emphasis.
(2)The elementary school teachers’ performance of professional growth is on a high degree, with "classroom management and counseling," the best performance level.
(3)The elementary school teachers’ attitude toward professional development evaluation in Kaoshiung City have significant differences because of gender,teaching years and the position.The teacher with less than five years of work experience has better performance than the teacher with 11~15 years of work experience.The director and the teacher who teachs course subjects have better performance.
(4)The elementary school teachers’ performance of professional growth have significant differences because of the position and school size. The director has better performance than
the tutor.The teachers of large school and small schools have better performance than the teachers of medium school in the dimensions of whole, course design and teaching, and research development and training.
(5)The elementary school teachers’ attitude toward professional development evaluation in Kaoshiung City have a positive correlation with the teachers’ professional growth.
(6)The elementary school teachers’ attitude toward professional development evaluation have Significant explanatory power for teachers’ professional growth.

Keywords: elementary school teacher, the attitude of the teacher professional development evaluation, teachers’ professional growth

並列關鍵字

teachers’ professional growth ； the attitude of the teacher professional development evaluation ； elementary school teacher

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