自我導向學習、專業發展自我覺察、支持性組織氣候對教師專業發展之影響：階層線性模式分析

Self-Directed Learning, Professional Self-Awareness, and Supportive Organizational Climate on Teachers’ Professional Development: A Multi-Level Analysis

劉曉雯(Hsiao-wen Liu)

指導教授 ： 陳春希

國立中央大學/管理學院/企業管理學系/博士(2014年)

摘要

有效的專業發展能提升教師的教學技巧，進而改善學生的學習成效。本研究採用多層次的觀點調查自我導向學習、專業發展自我覺察、與支持性組織氣候間的交互作用及對臺灣中小學學校教師專業發展的影響。研究結果顯示個人層次之自我導向學習及組織層次之支持性組織氣候正向影響教師專業發展；而在個人層次中，專業發展自我覺察中介影響自我導向學習及教師專業發展間的關係。此外，支持性組織氣候跨層次調節自我導向學習與教師專業發展間之關係。總之，自我導向學習程度及專業發展自我覺察程度較高之教師，並處於高支持性組織氣候中，會更投入教師專業發展活動。本研究提出管理實務之意涵及建議，並詳加討論。

關鍵字

自我導向學習 ； 專業發展 ； 階層線性模式分析 ； 支持性組織氣候

並列摘要

Effective professional development enhances teachers’ instructional skills and in turn improves students’ learning. This study adopts a multilevel perspective to investigate the interplay of self-directed learning (SDL), professional self-awareness, and the supportive organizational climate in terms of their effects on the professional development of high school teachers in Taiwan. The study confirms that individual SDL and a supportive organizational climate positively affect teachers’ professional development. Specifically, professional self-awareness mediates the relationship between SDL and professional development at the individual-level. The cross-level moderation of the supportive organizational climate is confirmed on the relationship between SDL and professional development. It is concluded that teachers with a greater degree of individual SDL and professional self-awareness, combined with a supportive organizational climate, will be more involved in professional development. Implications and suggestions for future research are also discussed.

並列關鍵字

self-directed learning ； professional development ； multilevel analysis ； supportive organizational climate

參考文獻

2. Amabile, T.M., Schatzel, E.A., Moneta, G.B., & Kramer, S.J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. Leadership Quarterly, 15, 5-32.

3. Anderson, J.C., & Gerbing, D.W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 1033, 411-423.

5. Atwater, L.E., Ostroff, C., Yammarino, F.J., & Fleenor, J.W. (1998). Self-other agreement: Does it really matter? Personnel Psychology, 51, 577-598.

7. Baron, R.M., & Kenny, D.A. (1986).The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.

8. Bem D. (1972). Self-perception theory. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 6, pp. 1–62). New York: Academic Press.