桃園市國民小學教師專業學習社群與教師集體效能感關係之研究

A Study on the Relationships between Teacher’s Professional Learning Community and Collective Teacher Efficacy

許紫玲(Tzu-Ling Hsu)

指導教授 ： 李安明

國立清華大學/竹師教育學院/教育與學習科技學系/碩士(2017年)

摘要

本研究旨在探討桃園市國小教師專業學習社群與集體效能感之現況，分析國小教師專業學習社群與集體效能感間的關係，採問卷調查法進行研究，以分層隨機抽樣方式抽取 81所國小之770位國小教師進行調查，共回收有效問卷630份，回收率為82%；所得資料以描述性統計、單因子變異數分析、典型相關及逐步多元迴歸分析等統計法進行分析，獲致以下研究結果：
一、桃園市國小教師專業學習社群達中高度知覺度。 以「共同價值與願景」知覺度最高，以「組織支持」知覺度最低。
二、桃園市國小教師集體效能感達中高度知覺度。以「集體教學能力」知覺度最高，以「教學工作分析」知覺度最低。
三、桃園市國小教師專業學習社群在現任職務、學校規模、學校歷史有顯著差異顯著差異。
四、桃園市國小教師集體效能感在學校規模、社群人數有顯著差異。在「集體教學能力」層面上，大型學校高於中型學校，在「集體教學能力」層面及整體上，社群人數7-12人高於6人以下。
五、桃園市國小教師專業學習社群與教師集體效能感有顯著的典型相關。在教師專業學習社群上，以「組織支持」層面最具有影響力，在教師集體效能感上，以「教學工作分析」層面最具有影響力。
六、桃園市國小教師專業學習社群之「組織支持」層面對教師集體效能感有預測力。

本研究根據上述結果，分別針對教育行政機關、學校行政單位、國小教師及
後續研究者提出若干建議，以供參考。

關鍵字

教師專業學習社群 ； 教師專業成長 ； 教師集體效能感 ； 國小教師

並列摘要

The objective of this study is to explore the relationship between teachers’ professional learning community and collective teacher efficacy of elementary school teachers in Tao-yuan City. A questionnaire was conducted and the stratified random sampling was adopted in the study to survey 770 teachers from 81 elementary schools. 630 copies of answered questionnaires were collected with a response rate of 82%. The data received were analyzed through descriptive statistics, single factor analysis of variance, canonical correlation, and stepwise multiple regression analysis to obtain the following results:
1.The elementary school teachers in Tao-yuan City have medium-high perception degree toward teachers’ professional learning community. Among the questionnaire options, "Shared Value and Vision"has the highest perception degree and "The Support from School Administration " has the lowest perception degree.
2.The elementary school teachers in Tao-yuan City have medium-high perception degree toward collective teacher efficacy. Between the questionnaire options, "Collective Teaching Ability"has the higher perception degree and "Analysis of Teaching Work" has the lower perception degree.
3.There is a significant difference among background variable perception toward teachers’ professional learning community in teachers’ position, school size, and school history for elementary school teachers in Tao-yuan City.
4.There is a significant difference among background variable perception toward collective teacher efficacy in school size and the number of community member for elementary school teachers in Tao-yuan City.In the "Collective Teaching Ability"questionnaire option, the results show that large schools respond with higher degree than medium schools and the number of community member between 7-12 respond with higher degree than community members are six or less.
5.There is a distinct canonical correlation between teachers’ professional learning community and collective teacher efficacy for elementary school teachers in Tao-yuan City. "The Support from The School Administration” plays the most influential role in the teachers’ professional learning community. "Analysis of Teaching Work "plays the most influential role in the collective teacher efficacy.
6.Teachers’ professional learning community can definitely predict collective teacher efficacy in the perspective of administration support for elementary school teachers in Tao-yuan City.
According to the research results, a number of suggestions are provided for the educational authorities, school administrative departments, elementary school teachers, and future researchers.

並列關鍵字

Teachers’ professional learning community ； Professional development of teachers ； Collective teacher efficacy ； Elementary school teachers

參考文獻

林紹仁（2006）。專業學習社群運用於師資培育自我評鑑之探究。中正教育研究，5（2），79-111

高博銓（2008）學學習社群的發展與挑戰。中等教育，59（4），8-20

孫志麟（2003）。教師自我效能的概念與測量。教育心理學報，34（2），139-156。

孫志麟（2010）。教師專業學習社群：促進教師專業發展的平台。學校行政，69，138-158。

許富泓（2009）。桃園縣國民小學專業學習社群與教師專業承諾關係之研究（未出