馬來西亞獨立中學教師自我導向學習傾向與終身學習關鍵能力關係之研究

本研究旨在探討馬來西亞獨立中學教師自我導向學習傾向與終身學習關鍵能力之研究，主要研究目的有四：（一）探討馬來西亞獨立中學教師自我導向學習傾向與終身學習關鍵能力之現況；（二）分析不同背景變項教師自我導向學習傾向與終身學習關鍵能力之差異情形；（三）探討馬來西亞獨立中學教師自我導向學習傾向與終身學習關鍵能力之關係；（四）暸解馬來西亞獨立中學教師自我導向學習傾向與終身學習關鍵能力之預測情形。本研究主要採用問卷調查法，以馬來西亞獨立中學教師為研究對象。先由文獻資料蒐集加以探討與分析，再由本研究修定之「馬來西亞獨立中學教師自我導向學習傾向與終身學習關鍵能力問卷」作為研究調查工具，正式問卷調查共回收有效問卷206份。問卷所得資料以SPSS 22.0 統計套裝軟體進行統計分析,以信度分析、描述性統計、卡方檢定、單因子變異數分析及Pearson積差相關與多元迴歸分析等統計方法處理。茲將本研究的結論說明如下：一、馬來西亞獨立中學教師的自我導向學習傾向表現良好程度，其中在「自主與創造學習」構面最高。二、馬來西亞獨立中學教師的終身學習關鍵能力表現良好程度，其中在「學會認知與發展」構面最高。三、馬來西亞獨立中學教師的自我導向學習傾向會因為婚姻狀況與教育程度而有所顯著。四、馬來西亞獨立中學教師的終身學習關鍵能力會因為教育程度而有所顯著。五、自我導向學習傾向與終身學習關鍵能力呈正相關，以「效率學習」最具預測力。六、自我導向學習傾向各構面中，其中以「效率學習」對馬來西亞獨立中學教師的終身學習關鍵能力最具預測作用。

關鍵字

自我導向學習傾向；終身學習關鍵能力；馬來西亞獨立中學；獨立中學教師

並列摘要

The purpose of this study was to investigate the relationship among self-directed learning readiness and lifelong learning key competence of Malaysian Independent High School teachers. There are four research purposes: (1) To understand the conditions of self-directed learning readiness and lifelong learning key competence of Malaysian Independent High School teachers. (2)To analyze the difference between self-directed learning readiness and lifelong learning key competence with the variables of different personal background of Malaysian Independent High School teachers. (3)To investigate the correlations of self-directed learning readiness and lifelong learning key competence of Malaysian Independent High School teachers. (4)To comprehend the predictive circumstances of self-directed learning readiness and lifelong learning key competence. The questionnaire survey method was adopted in the study. The study discussed the relevant theories and researches, and the literature was offered as a frame for reference. A survey contained scales of self-directed learning readiness and lifelong was distributed to the teachers in Malaysian Independent High Schools. A total of 206 valid surveys were obtained. The result of the questionnaire was analyzed by using SPSS 22.0, and statistics methods, including reliability analysis, descriptive statistical analysis, chi-square test, one-way ANOVA analysis, Pearson product correlation, and multiple regression analysis. The conclusions of this study are as below: 1.Degree of the self-directed learning readiness was high to the Malaysian Independent High School teachers, especially the dimension of “Independence and Creative learning”. 2.Degree of the lifelong learning key competence was high to the Malaysian Independent High Schools teachers, especially the dimension of “Learning to know and Learning to be”. 3.Degree of the self-directed learning readiness to the Malaysian Independent High Schools teachers was significant in the variables of marital status and educational attainment. 4.Degree of the lifelong learning key competence to the Malaysian Independent High School teachers was significant in the variables of educational attainment. 5.The correlation between self-directed learning readiness and lifelong learning key competence was positive, while “effective learning” was the most predictive factor. 6.In the dimensions of the self-directed learning readiness, the “effective learning” was the most significantly predictive variable in the lifelong learning key competence of the Malaysian Independent High School teachers.