追求卓越精進的動力來源－學前教師參與專業成長活動的影響機制

Momentum for Pursuing Excellence: Factors Affecting Preschool Teachers' Professional Growth Behavior

朱正雄(Cheng-Hsiung Chu) ； 林俊瑩(Chunn-Ying Lin)

《臺北市立教育大學學報. 教育類》 42卷1期 (2011/05) Pp. 125-156

https://doi.org/10.6336/JUTe/2011.42(1)5

摘要

幼兒園做為傳遞社會重要知識與價值的重要啟蒙場所，學前教師要能積極參與專業成長活動，才能勝任工作。不過，對於如何促動教師專業成長，在實證研究成果較為不足的情形下，研究者較難以提出具體適切的建議，形成有待補強的缺口。基於此，本研究根據相關文獻與實證研究，建構一個理論模型，納入學前教師之教學信念、園所組織特性等變項，藉以探究學前教師專業成長活動參與的影響機制。研究對象取用2008年花蓮地區學前教師的調查資料（N=279），依據研究目的，以多元迴歸參照路徑分析模式來檢驗本研究之理論模式與相關假設。研究結果發現花蓮地區學前教師的專業成長活動中，最普遍地是交換工作經驗，參與教育改革則最不常見。進一步路徑分析發現：花蓮地區學前教師的專業成長活動會因為不同的園所組織氣氛與園（所）長領導風格而有所差異，且這樣的差異可部分歸因於教學制控信念與社會支持的中介作用。

關鍵字

組織氣氛 ； 領導風格 ； 教學制控信念 ； 社會支持 ； 教師專業成長活動

並列摘要

Preschools are important places where critical social knowledge and values are taught. Preschool teachers cannot do a better job without active engagement in professional growth. However, empirical support on how to motivate teachers' professional growth has been insufficient. It is difficult for researchers to provide tangible suggestions on this issue. Based on related literature and empirical evidence, this paper constructed a theoretical model involving teachers' teaching beliefs and preschools' organizational characteristics to examine factors affecting preschool teachers' professional growth behavior. The research sample comprised of 279 preschool teachers in the Hualien area surveyed in 2008. Based on research objectives, a theoretical model and hypotheses were proposed and then validated using multiple regression and path analysis. Findings indicated that exchange of job experience was the most prevalent professional growth behavior among preschool teachers in Hualien, and involvement in education reform was most uncommon. Results of further path analysis suggested that preschool teachers' professional growth behavior would depend on organizational atmosphere and the school principal's leadership style partly due to the mediating effects of teaching locus of control and social support.

並列關鍵字

organizational atmosphere ； leadership style ； teaching locus of control ； social support ； teacher's professional growth behavior

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