國民中學教師知識管理素養與專業發展知能相關之研究

The Relationship between Knowledge Management Literacy and Professional Development Competence of Junior High School Teachers

賴怡君(I-Chun Lai)

指導教授 ： 翁福元

共同指導教授 ： 林國楨

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2011年)

https://doi.org/10.6837/NCNU.2011.00127

摘要

本研究旨在探討國民中學教師知識管理素養與專業發展知能之相關與現況，其次比較不同教師背景變項及學校背景變項，在知識管理素養與教師專業發展知能上的差異情形，最後根據結論提出具體可行之建議，以提供教育相關單位及未來研究之參考。
本研究以文獻探討及問卷調查方法進行之，並以中部五縣市（苗栗縣、台中市、彰化縣、雲林縣、南投縣）之公立國民中學教師為取樣對項，有效問卷為586份。研究工具為「國民中學教師知識管理素養與專業發展知能相關之研究量表」，包含「國民中學教師知識管理素養量表」與「國民中學教師專業發展知能」兩部份。本研究所使用的統計方法有描述統計、平均數差異考驗（t-test）、單因子變異數分析（one-way ANOVA）、皮爾遜積差相關（Pearson’s product-moment Correlation）等。研究結果歸納如下：

一、國民中學教師知識管理素養與專業發展知能情況屬中等程度。
二、教師知識管理素養程度越佳，其專業發展知能也越佳。
三、男性教師整體而言知識管理素養與專業發展知能優於女性教師。
四、兼任行政職之教師普遍知識管理素養與專業發展知能情形較佳。
五、教師教學年資越資淺者，其知識管理素養與專業發展知能較資深者程度越高。
六、教師學歷在碩士者，其知識管理素養與專業發展知能程度皆高於一般大學及師範
院校畢業之教師。
七、學校所在地為「直轄市」的教師普遍知識管理素養與專業發展知能較高。
八、創校年數越長，其知識管理素養程度越佳，專業發展知能程度也越佳。

關鍵字

國民中學 ； 教師知識管理素養 ； 教師專業發展知能

並列摘要

The purpose of this study is to investigate the status quo of public junior high school（PJHS）teachers’ knowledge mangagement literacy and professional development compentence in Taiwan. In additon, the study is going to explore the influence factors on PJHS teachers’ on knowledge management literacy and professional development competence. Third, the study is going to examine the correlation between knowledge management literacy and professional development competence of PJHS teachers.
Literature review and questionnaire survey were conducted in this study. The sample of the study consists of 586 public junior high school teadchers in five counties and cities in central Taiwan（i.e., Miaoli, Taichung, Changhwa, Yunling, Nantou）. Two survey instruments are implemented in the study, including the “Knowledge Management Literacy Scale of Junior High School Teachers ” and “Professional Development Competence of Junior High School Teachers.” The data of the study is analyzed by using descriptive statistics, t-test, one-way ANOVA, and Pearson’s product-moment correlation.
The followings are the results of the study：
1. The degree of teachers’ knowledge management literacy and teachers’ professional development competence is at the average of the medium level.
2. The higher the degree of the teachers’ knowledge management literacy is, the higher the degree of the teachers’ professional development competence is.
3. In terms of the teachers’ genders, the degree of male teachers’ knowledge management literacy and professional development competence are higher than female teachers’.
4. In terms of teachers’ positions, teachers with administrative positions generally have higher performance on teachers’ knowledge management literacy and professional development competence.
5. In terms of the length of teaching, teachers who have shorter length of teaching have higher performance on teachers’ knowledge management literacy and professional development competence.
6. In terms of teachers’ schooling, teachers who have Master degree have higher performance on teachers’ knowledge management literacy and professional development competence.
7. In terms of the school location, the teachers whose schools are located in municipality have higher performance on teachers’ knowledge management literacy and professional development competence.
8. In terms of the school history, the teachers whose schools have longer years of history have higher performance on teachers’ knowledge management literacy and professional development competence.
Key words：Public Junior High Schools，Teachers’ Knowledge Management Literacy，
Teachers’ Professional Development Competence

並列關鍵字

Public Junior High Schools ； Teachers’ Knowledge Management Literacy ； Teachers’ Professional Development Competence

參考文獻

一、中文部分

王如哲（2002）。知識管理的理論與應用－以教育領域及其革新為例。台北：五

南。

王如哲、黃月純（2009）。我國大學校院知識管理現況之研究。教育政策論壇，

12（4），33-62。