桃園市國民小學教師進修方式與教師效能之研究

本研究旨在探討桃園市國民小學教師進修方式與教師效能之現況，並分析不同背景變項之教師進修方式與教師效能之差異情形，及國民小學教師進修方式對教師效能之預測情形。本研究採問卷調查法，以桃園市公立國民小學教師為母群體，抽樣300位教師進行施測，樣本資料以平均數、標準差、卡方檢定、獨立樣本t考驗、單因子變異數分析、逐步多元迴歸分析等統計方法，進行資料分析，獲致研究結果如下：一、桃園市國民小學教師選擇進修之方式以學校本位研習最多，其次為其他自主學習。二、桃園市國民小學教師對本身之教師效能有中高度評價。三、不同性別、最高學歷、現任職務、服務年資及學校規模之教師對進修方式選擇有顯著差異。四、不同年齡、婚姻狀況、服務年資及學校規模之教師對其教師效能知覺程度有顯著差異。五、國民小學教師進修方式對教師效能具有預測力。

關鍵字

國民小學教師；在職進修；教師效能

並列摘要

The study aims to explore the current situation of in-service teacher education and teacher effectiveness of the elementary teachers in Taoyuan City, analyze the relationship between these two under different background variables, and discuss the predicting power of in-service teacher education over teacher effectiveness in the elementary schools. The method of questionnaire survey is adopted in the study. The target of the study comes from the sampling of the public elementary teachers in Taoyuan City, and 300 valid samples are randomly collected. The collected data are analyzed by using statistical methods such as average, standard deviation, chi-square test, t-test, one-way ANOVA, and stepwise regression analysis. The main findings of this study can be summarized as follows: 1. The school-based seminars are the major in-service education among the elementary teachers in Taoyuan City while other in-service education the minor. 2. The elementary teachers of Taoyuan City have a higher self-evaluation on teacher effectiveness. 3. Background factors, such as gender, education, work position, teaching years, and school size, have significant impacts on choosing in-service teacher education. 4. Background factors, such as age, marital status, teaching years, and school size, have significant impacts on teacher effectiveness. 5. The in-service teacher education of the elementary teachers has the predicting power over teacher effectiveness.