- 學位論文
國民小學教師文化之理論模式建構
The Construction of Theoretical Model of Primary School Teachers Culture
摘要
教師為教育之本，也是教育品質的關鍵，但教師文化之形成因素、特徵與影響層面卻未有人深入探討。本研究從教育社會學之觀點探討教師文化，擬採用混合研究之連續性探究策略，以質性蒐集分析資料開始，接著進行量化資料的蒐集分析，使用量化的資料和結果輔助質性研究的闡述方式，建構出教師文化之理論模式。 本研究首先針對教師文化之研究方法論涉及的議題進行討論，並據以進行研究設計與實施。資料蒐集來源包括文獻資料、半結構訪談、問卷調查等。研究結果發現：（1）國小教師文化之特徵為步調一致、非專業化傾向、獨立自主、配合學校行政、保守性；（2）校長領導風格、家長關注、教師個人特質、工作職務、教學工作情境、人際互動規範、教學職業特質等因素影響國小教師文化；（3）教師文化影響「教師角色知覺」、「工作認同」、「專業承諾」；（4）不同背景變項之教師文化特徵有顯著差異；（5）國小教師文化形成因素、文化特徵與專業文化承諾之間具有顯著的關聯性與影響；（6）結構方程模式建構之教師文化理論模式具有良好的整體適配情形以及頗佳的內在結構適配情形，為本土化之最佳理論模型。 根據研究結果與討論，本研究以教師文化形成因素、教師文化特徵、教師專業文化承諾與模式建構等四個面向，描繪國小教師文化之現象，做為本研究之結論。此外，再分別針對政策推動、學校行政運作，以及教師教學等提出建議。
並列摘要
A teacher is the core of the education and is also the key of education quality. Studies about informing factors of teachers culture, the characteristic of teachers culture, and influencing factors of teachers culture are never explored. This study aims to explore teachers culture by the way of sociology of education. To construct theoretical model of primary school teachers culture, sequential explanatory strategy in mixed research is utilized. The data are collected from qualitative approach in the beginning, and then the data are collected from quantitative approach. In bringing together the benefits of both qualitative and quantitative approaches, the present study constructs theoretical model of primary school teachers culture This study discussed the issues of methodology in order to organize and apply methods. The main methods applied in this study were literature analysis, semi-structured interview, and questionnaire investigation. As the data analyzed, the conclusions were shown as follows. (1) The characteristic of teachers culture were “united in action”, “orientation towards”, “non-professional”, “independent”, “in harmony with the school administration”, and “conservatism”. (2) The informing factors of teachers culture were “leadership style of principal”, “parents follow with interest”, “teachers personality”, “positions”, “working situation of teaching”, “the relationship between teachers and their colleagues”, and “teaching career traits”. (3) “Perception on teachers role”, “work identity”, and “professional commitment” were influencing factors of teachers culture. (4) There were significant differences in the characteristic of teachers culture. (5) There were positive correlations among informing factors of teachers culture, characteristic of teachers culture and professional culture commitment in primary school teachers. (6) The theoretical model of primary school teachers culture fit data well and indicated a reasonable model fit. The result of this study described the reformed factors, characteristic, professional culture commitment, and model construction in primary school teachers culture. According to the results, suggestions were provided to improve educational policies school administration and future studies.