臺北市立國民中學學校行政支持對教師專業學習社群運作影響之研究

本研究旨在探究臺北市立國民中學學校行政支持對教師專業學習社群運作影響，以自編之「臺北市國民中學學校行政支持與教師專業學習社群運作調查問卷」為研究工具，研究對象為106學年度臺北市國民中學教師，共發放660份問卷，回收533份，回收率約為80.76％，有效問卷531份。問卷所得資料以SPSS 23.0 for Windows統計軟體進行處理，採描述統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關係數與逐步多元迴歸等統計方法進行分析，並根據研究結果提出結論與建議，作為教育行政機關、國民中學學校行政單位、學校教師及未來研究之參考。玆將研究結論歸納如下：一、臺北市國民中學學校行政支持之整體及各向度，皆有「中上」表現。二、臺北市國民中學教師專業學習社群運作之整體及各層面，皆有「中上」表現。三、不同「性別」、「年齡」、「教職年資」、「目前職務」及「學校規模」在臺北市國民中學學校行政支持感受上有顯著差異。四、臺北市國民中學教師專業學習社群運作在不同「教職年資」、「目前職務」及「學校規模」上有顯著差異。五、臺北市國民中學學校行政支持與教師專業學習社群運作呈顯著正相關。六、臺北市國民中學學校行政支持對教師專業學習社群運作具有預測力。本研究最後根據研究發現，分別對教育行政機關、學校行政單位、學校教師及未來研究者提出參考建議。

關鍵字

學校行政支持；教師專業學習社群

並列摘要

The purpose of the study was to investigate the relationship between school administrative support and teachers professional learning communities operation of junior-high schools in Taipei. The research data was collected through questionnaire survey, and the subjects were public junior high school teachers in Taipei City. A total of 660 subjects were surveied with a returing rate of 80.76% and a total of 531 usable copeis (99.62%). The data was analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson's product-moment correlation, and multiple regression analysis. The main findings of the study are as follows: 1. A middle-high performance is seen in school administrative support of junior high schools in Taipei City. 2. A middle-high performance is seen in teachers professional learning communities operation of junior high schools in Taipei City. 3. There are significant differences in school administrative support of junior high schools in Taipei City in terms of gender, age, length of service, designated duty, and the school size . 4.There are significant differences in teachers professioal learning communitis operation of junior high schools in Taipei City in terms of length of service, designated duty, and the school size .. 5.There is a significant positive correlation between school administrative support and teachers professional learning communities operation. 6.The implementation of school administrative support predicts the teacher's professional learning communities operation. According to the research findings, several suggestions for the implementation and further study are proposed.