臺中市國民小學教師終身學習關鍵能力與教師專業發展評鑑認同度之相關研究

A Study on the Relationship between Key Competences of Lifelong Learning and the Recognition level of Teacher Professional Development Evaluation of Elementary School Teachers in Taichung City

陳冠綸(Guan-Lun Chen)

指導教授 ： 賴弘基

國立暨南國際大學/教育學院/終身學習與人力資源發展碩士學位學程碩士在職專班/碩士(2017年)

摘要

摘要
本研究旨在探討臺中市國民小學教師終身學習關鍵能力與教師專業發展評鑑認同度之關係，以瞭解現況並探討不同背景變項在終身學習關鍵能力與教師專業發展評鑑認同度之中的差異情形。本研究之目的有四點：
一、 瞭解臺中市國民小學教師終身學習關鍵能力與教師專業發展評鑑認同度之
現況。
二、 分析臺中市不同背景國民小學教師終身學習關鍵能力之差異情形。
三、 探究臺中市不同背景國民小學教師對教師專業發展評鑑認同度之差異情形。
四、 探討臺中市國民小學教師終身學習關鍵能力與教師專業發展評鑑認同度之關係。
本研究採問卷調查法，研究工具為「國民小學教師終身學習關鍵能力與教師專業發展評鑑認同度相關調查問卷」。本研究對象為臺中市國小學教師，共發出正式問卷615份，回收有效問卷574份，有效回收率為93.3%。所得問卷以SPSS 22.0版軟體進行描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關以及迴歸分析等方法進行統計分析。
根據文獻探討、問卷調查分析與討論，本研究共獲致以下各項結論：
一、 臺中市國民小學教師的整體終身學習關鍵能力表現屬於中高以上程度，以「學會求知」構面表現最佳。
二、 臺中市國民小學教師在性別、最高學歷、職務、服務年資四個背景變項，在「整體終身學習關鍵能力」或其構面的表現上達顯著差異。
三、 臺中市國民小學教師於教師專業發展評鑑認同度屬於中等程度，以「評鑑結果運用」構面認同度最高，「評鑑資料來源」構面認同度最低。
四、 臺中市國民小學教師的年齡、現任職務、服務年資、學校規模、個人參加教師專業發展評鑑經驗，五個背景變項在「整體教師專業發展評鑑認同度」或其構面的認同表現差異均達顯著。
五、 臺中市國民小學教師的終身學習關鍵能力與教師專業發展評鑑認同度呈現顯著正相關。
六、 臺中市國民小學教師的終身學習關鍵能力對教師專業發展評鑑認同度具有預測力，其中以「學會做事」構面預測力最佳。
本研究依據上述研究結果，分別對教育主管機關、學校行政主管、臺中市國民小學教師及後續研究者等四面向，在實務應用與未來研究上提出相關建議以供參考。

關鍵字

國民小學教師 ； 終身學習 ； 關鍵能力 ； 終身學習關鍵能力 ； 教師專業發展評鑑 ； 教師專業發展鑑認同度

並列摘要

Abstract
This study aims to explore the relationship between the key competences for lifelong learning the teachers holds and their level of recognition in teacher professional development evaluation for elementary school teachers in Taichung City. The purposes of this study includes:
1. To understand the current status of the key competences for lifelong learning in teachers and their level of recognition in teacher professional development evaluation.
2. To analyze the variables of different background in teacher’s key competences for lifelong learning.
3. To investigate the variables of different background that will affect teacher’s recognition of the teacher professional development evaluation
4. To discover the relationship between the key competences for lifelong learning that teachers hold and their level of recognition in teacher professional development evaluation of elementary school teachers.
In this study, the questionnaire survey method was adopted, using "the effectiveness of the relationship between the Key Competences for Lifelong learning and recognition of teacher professional development evaluation questionnaire “ as data collection instrument. Participants were 615 elementary teachers in Taichung City. A total of 574 questionnaires were returned, and the response rate is 93.3%. The data were processed by SPSS 22.0 with descriptive statistics, t-test, one-way ANOVA and regression analysis.
According to the literature review, the analysis and the discussion of findings, the conclusions gained from this research are presented as follows:
1. Elementary school teachers in Taichung have a high-intermediate level of the key competences for lifelong learning. Among all the dimensions, the attribute “learning to know” has the highest score.
2. Four background variables of teachers that affected the key competences for lifelong learning are gender, the academic degree, current job position, the duration of teaching years.
3. The recognition level of teacher professional development evaluation was found to fall above middle, whereas, among the variables, the score for “the results of the use of evaluation” is the highest and that of the“evaluation of information sources” is the lowest.
4. Five background variables have a significant influence on “the recognition of teacher professional development evaluation” aspect including age, current work position, years of teaching, the school size, the experience of participating in the evaluation for professional development evaluation.
5. A positive correlation was found between the key competences for lifelong learning the teachers hold and the recognition level of teacher professional development evaluation.
6. Key competences for lifelong learning in elementary teachers of Taichung City has predictability to the recognition level of teacher professional development evaluation; “learning to do” is the strongest predictive variable.
Based on the research findings, suggestions for the following four areas are proposed to the education authorities, elementary school administrative, elementary school teachers of Taichung and the follow-up researchers. Also, suggestions for further practical application and future research are also provided.

並列關鍵字

elementary school teachers ； lifelong learning ； key competences ； key competences for lifelong learning ； teacher professional development evaluation ； the recognition of teacher professional development evaluation

參考文獻

參考文獻

一、 中文部分

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王美琪（2013)。國民中學教師領導與終身學習能力關係之研究—以台東縣為例(未出版之碩士論文)。國立暨南國際大學，南投縣。

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