國民小學教師組織文化知覺與教師專業發展評鑑認同度關係之研究

A Study of the Relationship between the Perception of Organizational Culture and the Identification of the Teacher Professional Development Evaluation for Elementary Teachers in Central Taiwan

陳莉倩(Li-Chien Chen)

指導教授 ： 楊振昇

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2010年)

https://doi.org/10.6837/NCNU.2010.00183

摘要

本研究旨在了解國民小學教師對組織文化知覺與教師專業發展評鑑認同度之現況，並探討兩者的關係，進而根據研究結果提出建議，以供教育行政機關及學校日後實施評鑑之參考。
本研究採用問卷調查法為主，以自編之「國民小學學校組織文化與教師專業發展評鑑關係之研究」問卷為工具，針對中部四縣市公立國民小學705位教師進行問卷調查，問卷有效回收562份，回收率79.7％，問卷調查所得資料以SPSS14.0版電腦統計套裝軟體進行描述統計分析、t考驗、單因子變異數分析及積差相關等統計分析方法。此外，本研究另輔以訪談法，期能促使研究結果更臻完善。
本研究結論如下：
一、國小教師對學校組織文化的知覺高，且認同教師專業發展評鑑
二、不同性別、學校規模之國小教師對學校組織文化知覺有明顯差異
三、不同性別、學歷、服務年資、職務、學校規模之國小教師對教師專業發展評鑑認
同度有明顯差異
四、國小教師對學校組織文化知覺愈高，越認同教師專業發展評鑑

根據上述結論，本研究提出以下建議：
一、 對教育行政機關的建議
（一） 鼓勵教師進修，訂定獎勵措施
（二） 增加人力資源，減輕教師負擔
（三） 辦理基層研習，改變教師觀念
二、 對學校的建議
（一） 積極營造學校組織文化，促進認同專業發展評鑑
（二） 激勵教師進修研習，提昇教師專業水準
（三） 簡化資料蒐集方式，減少教師工作壓力
三、 對未來研究的建議
（一） 擴大研究範圍
（二） 增加研究變項
（三） 深入研究內涵

關鍵字

國民小學 ； 學校組織文化 ； 教師專業發展評鑑

並列摘要

The purpose of this study is to understand the school organizational culture, teacher professional development evaluation, and the relationships between them in current elementary schools. The results and suggestions from this study can provide information to both educational authorities and schools.
This study adopted questionnaires and semi-structured interviews to survey 705 teachers in public elementary school throughout Central Taiwan. The total number of valid returns was 562 of those 706, which results in a return rate of 79.7%. The data was analyzed by descriptive statistics, t-test and one-way ANOVA, and product-moment correlation.
The main conclusions of this study are as follows:
1. Elementary school teachers understand school organizational culture and agree to participate teacher professional development evaluation.
2. Because of both different genders and school sizes, elementary school teachers had significant differences in their understanding of school organizational culture.
3. Because of different genders, degrees of education, years as a teacher, occupations within the school, and school sizes, elementary school teachers had significant differences in the identification of teacher professional development evaluation.
4. If elementary school teachers had better understanding of the school organizational culture, their identification with teacher professional development evaluation would increase.
The main suggestions of this study are as follows:
1. To the education administration authority:
(A) Encourage teachers to receive in-service education, and set incentives for meeting stated goals
(B) Increase the school staff quota in order to reduce the burden of teachers
(C) Hold refresher courses for teachers to broaden their knowledge base and increase their skills
2. To schools:
(A) Actively build the school organizational culture in order to promote the teacher
professional development evaluation
(B) Encourage teachers to receive in-service education in order to enhance the level of the
profession
(C) Simplify data collection methods in order to reduce the pressure on teachers’ job
3. To the future researchers:
(A) Expand the scope of the study
(B) Increase the research variables
(C) Explore the content of the research in depth

並列關鍵字

elementary school ； school organizational culture ； teacher professional development evaluation

參考文獻

蔡進雄（2000）。國民中學校長轉型領導、互易領導、學校文化與學校效能關係之研究。國立台灣師範大學教育研究所博士論文，未出版，台北。

參考文獻

丁一顧、張德銳（2004）。美英兩國教師評鑑系統比較分析及其對我國之啟示。台北市立師範學院學報，35（2），85-100。

丁一顧、簡賢昌、張德銳（2003）。國民中小學教師教學專業發展標準及其資源檔之研究。教育資料集刊，28，213-239。

王如哲（2009）。英國教師評鑑及其啟示。教育研究月刊，178，130-144。