新北市國民中學教師終身學習素養與教師效能關係之研究

曾懷萱

指導教授 ： 張德永

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/碩士(2012年)

摘要

本研究旨在探討新北市國中教師終身學習素養與教師效能的實際情況，分析不同背景變項的新北市國中教師在其終身學習素養與教師效能之差異情形，並探討終身學習素養與教師效能之間的關係。 為達上述研究目的，根據文獻理論基礎編製問卷，經預試問卷分析後，形成正式問卷，以新北市國中教師為對象，採配額抽樣，共發出460份問卷，實得有效問卷385份，有效樣本回收率為83.7％，並將結果加以統計分析及討論。 本研究得到以下重要結論： 一、新北市國民中學教師的終身學習素養屬於中偏高的程度。 二、新北市國民中學教師的教師效能屬於中偏高的程度。 三、新北市國民中學教師背景變項中，不同性別、最高學歷、服務年資及 擔任不同職務之教師，其終身學習素養有差異存在，年齡則無明顯影 響。 四、新北市國民中學教師背景變項中，不同年齡、最高學歷、服務年資及 擔任不同職務之教師，其教師效能有差異存在，性別則無明顯影響。 五、新北市國民中學教師終身學習素養與教師效能達顯著正相關，即教師 終身學習素養越好，其教師效能也越佳。 六、新北市國民中學教師終身學習素養對教師效能具有預測力，且以終身 學習素養「技能」最具解釋力。 根據以上的結論，本研究提出以下建議： 一、對教育行政單位之建議 (一)重視教師終身學習的需求，開設專業研習課程，以提升教師效能。 (二)擬訂獎勵制度，並建立教師學習輔導諮詢中心。 二、對學校之建議 (一)透過相關教學會議分享教學經驗，增進資深教師與新進教師或資 淺教師的交流。 (二)建立職務輪調機制，鼓勵教師參與學校行政工作。 三、對國民中學教師之建議 (一)善用教師進修管道，提升終身學習素養與教師效能。 (二)培養主動學習精神，加強教師終身學習技能及運用社區資源的能 力。 四、對未來研究之建議 (一)在研究對象方面，可擴及其他縣市或是不同教育階段之教師。 (二)在研究方法方面，可兼採觀察、訪談等方式蒐集資料。 (三)在研究變項方面，可針對未顯著的變項加以研究，並增加相關的 研究變項做更完整的分析。

關鍵字

國民中學教師 ； 終身學習素養 ； 教師效能

並列摘要

This study aims to explore matters of fact and relationship about the literacy for lifelong learning and the teacher efficacy of junior high school teachers in New Taipei City. In addition, I also conduct the analysis of differences among these context variables.
In order to reach the goal, I made official questionnaires based on theoretical literature and through the pre-test. In this study, I target Junior High School teachers in New Taipei City via quota sampling. I issued 460 questionnaires and a total of 385 questionnaires were collected and return ratio is 83.7%.
The conclusions are as follows:
1. Average level of the literacy for lifelong learning of Junior High School teachers in New Taipei City is upper middle.
2. Average level of the teacher efficacy of Junior High School teachers in New Taipei City is upper middle.
3. Among context variables, gender, educational background, years of service and different job positions will cause the differences regarding to the literacy for lifelong learning accordingly, but there is no significant influence when it comes to age.
4. Among context variables, age, educational background, years of service and different job positions will cause the differences regarding to teacher efficacy accordingly, but there is no significant influence when it comes to age.
5. The literacy for lifelong learning is proportional to the teacher efficacy which means if teachers are highly motived to engage in learning, the teacher efficacy will be increased accordingly.
6. The literacy for lifelong learning of teachers predicts the teacher efficacy, and the skill of lifelong learning literacy is the most explanatory power.
According to above conclusions, my suggestions are as follows:
1. Suggestions to administrative offices:
(1)They should attach the importance to lifelong learning for teachers and in order to enhance the teaching efficacy, they should also open more relevant
camp programs or seminars for teachers.
(2)Build the reward system and the advisory center for teacher learning.
2. Suggestions to schools:
(1)Share practical teaching experiences via regular teaching meeting. Strength mutual exchanges between senior or junior teachers.
(2)Build the mechanism of job rotation and encourage teachers to participate in administrative affairs.
3. Suggestions to teachers in Junior High Schools:
(1)Make best use of the continuing educations in order to increase the literacy for lifelong learning and the teacher efficacy.
(2)Develop the learning initiative and enforce accessibility to lifelong learning and various community sources.
4. Suggestions to future researches:
(1)Per study objects, I suggest to extend the range for other teachers from other cities or schools at all levels.
(2)Per study methods, besides other traditional ways, I suggest to collect data via observations, visits and so on.
(3)Per context variables, I suggest to focus on apparent variables causing difference to conduct further researches and through adding items of variables, we can conduct more complete analyze research.

並列關鍵字

Junior High School Teachers ； the Literacy for Lifelong Learning ； Teacher Efficacy

參考文獻

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