高雄市高中職體育教師專業發展需求、動機與阻礙因素之研究

本研究旨在探討高雄市高中職體育教師對於專業發展需求之現況，以及動機和阻礙因素。採問卷調查，以普查的方式，針對高雄市所有公私立高中職發放問卷。共發放276份問卷，有效回收243份，有效回收率88%。以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森績差相關進行統計分析與事後比較，探討個別間差異情形，顯著水準訂在α=.05，研究結果發現：一、高雄市高中職體育教師年齡以31-50歲佔多數，約66%；取得碩士學歷近七成。二、大部分高雄市高中職體育教師有專業發展需求，且超過八成教師有其迫切性，認為需在3年內參與自身的專業發展。三、高雄市高中職體育教師參與專業發展時，其動機主要為「職務需求」，而「環境推力」得分最低；而不同背景變項部分，正式教師在專業發展動機上顯著高於代理教師，其他背景變項則無顯著差異。四、高雄市高中職體育教師參與專業發展時，其阻礙因素主要為「時間及家庭因素」，而「個人意願不高」得分最低；而不同背景變項部分，專任體育教師顯著高於兼任行政體育教師、公立學校顯著高於私立學校、61班以上規模顯著高於41-60班，其他背景變項則無顯著差異。五、高雄市高中職體育教師專業發展動機構面中，僅有「個人成就」、「職務需求」和阻礙因素構面中「個人意願不高」、「外在條件不佳」之間無顯著相關，其他專業發展動機與阻礙因素皆呈現顯著正相關。最後根據研究結果提出各項建議，以供教育行政單位、學校單位、高中職體育教師與未來研究參考。關鍵詞：高中職、體育教師、專業發展需求、動機、阻礙因素

關鍵字

高中職；體育教師；專業發展需求；動機；阻礙因素

並列摘要

This study aims to investigate the needs, motivations and constraining factors in continuous professional development of Senior high school physical education (PE) teachers in Kaohsiung City. For this study, the general survey was used and carried out in all the high schools in Kaohsiung City. 243 out of 276 participants submitted the questionnaire, and the rate of return was 88%. The descriptive analysis, independent t-test, one-way ANOVA, and Pearson product-moment correlation were conducted to examine the individual differences and to do the post hoc analysis. These tests were run with an alpha level of .05 (α=.05). The results are as follows. 1. The majority of senior high school PE teachers in Kaohsiung City are from the age of 31-50, accounting for 66%. Participants who have obtained Master's degree take up 70%. 2. Most of the senior high school PE teachers in Kaohsiung City have needs for professional development, and over 80% of them find it urgent and need to take part in within 3 years. 3. The primary motivation for participating in continuous professional development is to meet the “job requirement”, while the “environmental push factor” scored the lowest. For the different background variables, regular teachers’ motivations for continuous professional development are significantly higher than those of substitute teachers. However, there is no significant difference in other background variables. 4. The major constraining factor of the professional development is “time and family”, while “low willingness” scored the lowest. For the different background variables, full-time PE teachers are significantly higher than adjunct PE teachers with administrative position. Public school scored significantly higher than private ones and schools of 61 classes above scored significantly higher than those of 41 to 60 classes. However, there is no significant difference in other background variables. 5. Among the five dimensions of motivations, both “personal achievement” and “job requirement” have no significant difference between “low willingness” and “unfavorable external conditions” among the constraining factors. Nevertheless, other motivations and constraining factors in professional development all show significant positive correlation. Key Words: Senior High school, Physical Education teacher, Continuous Professional Development, Motivations, Constraints