探討新竹市公立國中教師對於新課綱之教學信念與專業承諾

本研究主旨希望能藉由國中教師在教學信念與專業承諾問卷的調查結果中來了解新竹市公立國中教師在新課綱即將實施的情況下，不同背景的教師對教學信念與專業承諾的差異與關係，進而去探討教學信念與專業承諾之間的相關性。本研究採文獻分析法及問卷調查法，首先蒐集國內外相關理論加以探討與分析，以了解教師的教學信念與專業承諾的內涵，作為研究之基本架構。以新竹市現職於公立國中教師為母群體，採分層抽樣法抽出樣本296位教師為研究對象，回收問卷289份，回收率達98%，全為有效問卷。研究工具為「探討新竹市公立國中教師對於新課綱之教學信念與專業承諾問卷」，內容包含教學信念與專業承諾兩種。以描述性統計、單因子變異數與皮爾森積差相關分析來進行統計分析。本研究所獲得的研究結論如下: 一、新竹市公立國中教師教學信念良好，專業承諾度高。二、新竹市公立國中教師之教學信念與專業承諾不因學校規模大小而有顯著差異。三、新竹市公立國中教師會因性別而在教學信念之自我肯定方面有顯著差異。四、新竹市公立國中教師之性別在專業承諾上無顯著差異。五、新竹市公立國中教師不因年齡不同在教學信念與專業承諾上有顯著差異。六、新竹市公立國中教師會因不同的年資在教學信念與專業承諾之專業努力上有顯著差異。七、新竹市公立國中教師專業承諾中的專業努力與其教學信念間呈現高度相關。八、新竹市公立國中教師專業承諾中的留業意願與其教學信念間呈現低相關性。本研究最後依據結果提供建議，並供學校與國中教師作為參考。關鍵詞：教學信念、專業承諾、十二年國民教育、新課綱

關鍵字

教學信念；專業承諾；十二年國民教育；新課綱

並列摘要

This study aimed to understand, by using questionnaire survey, the differences and relationships between the teaching beliefs and professional commitment of teachers with different backgrounds teaching at public junior high schools in Hsinchu City with the implementation of Directions Governing for the 12-Year Basic Education Curricula around the corner in order to further research into the correlation between the teaching beliefs and professional commitment. The study applied documentary analysis and questionnaire survey, examined and analyzed theories with regard to the teaching beliefs and professional commitment from home and abroad in order to comprehend the ideas. The study took the teachers working at public junior high schools in Hsinchu City as the population, and selected 296 teachers via stratified random sampling as the research subjects for the questionnaire survey. The response rate was 98% -- 286 out of 296 were collected and were all valid. The questionnaire consisted of questions related to the teaching beliefs and professional commitment and statistical instruments such as descriptive statistics, analysis of variance, Pearson product-moment correlation coefficient were applied. The major findings of the study were as follows: 1.The teachers’ beliefs and professional commitment of the subjects were at a medium-high level. 2.There were no significant differences among the subjects from schools of different sizes on both the teaching beliefs and professional commitment. 3.There were significant differences among the subjects of different genders on the self-affirmation, part of the teaching beliefs. 4.There were no significant differences among the subjects of different genders on the professional commitment. 5.There were no significant differences among the subjects of different ages on both the teaching beliefs and professional commitment. 6.There were significant differences among the subjects of different job tenures on the teaching beliefs and the professional effort, part of the professional commitment. 7.There was a high correlation among the subjects on the professional effort, part of the professional commitment, and the teaching beliefs. 8.There was a low correlation among the subjects on the intention to stay, part of the professional commitment, and the teaching beliefs. Suggestions were made on the basis of the results of the study as reference for schools and junior high school teachers. Keywords：teaching beliefs, professional commitment, Directions Governing for the 12-Year Basic Education Curricula, new curriculum

並列關鍵字

teaching beliefs ； professional commitment ； Directions Governing for the 12-Year Basic Education Curricula ； new curriculum

參考文獻

梁鳳珠（2012）。教師教學信念之影響因素分析。教育研究論壇，3（2），157-172。DOI：10.6480/FER.201206.0157

Canrinus, E. T., Helms, L. M., Beijaard, D., Buitink, J., & Hofman, A. (2012). Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers' professional identity. European Journal of Psychology of Education. 27(1). 115-132. DOI:10.1007/s10212-011-0069-2

壹、中文部分