嘉義縣國民中學組織學習與教師專業成長關係之研究

A Study on the Relationship between Organizational Learning and Teachers' Professional Growth in Junior High Schools in Chiayi County

許培瑛(Pei-Ying Hsu)

指導教授 ： 魏惠娟

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2013年)

摘要

本研究旨在瞭解嘉義縣國民中學組織學習與教師專業成長之關係。本研究
係採問卷調查法，使用之研究工具為「國民中學組織學習與教師專業成長之調
查問卷」，包括基本資料、組織學習問卷及教師專業成長問卷三部分。研究對
象以嘉義縣的公立國民中學教師為主，以分層隨機抽樣方式，發出260 份問
卷，回收有效問卷214 份進行分析。統計分析之方法為描述性統計分析、獨立
樣本t 考驗、單因子變異數分析、皮爾遜積差相關及逐步多元迴歸等統計方法
進行資料分析，根據研究發現，歸納結論如下：
一、目前嘉義縣國民中學組織學習與教師專業成長之現況良好。在組織學習部
分，平均得分為3.55，教師專業成長部分，平均得分為3.85。
二、國民中學教師對組織學習各層面或整體層面上的知覺會因學歷、擔任職
務、學校規模、學校地區及創校歷史的不同有顯著差異；但不會因性別、
年齡、服務年資的不同有顯著差異。
三、國民中學教師在教師專業成長各層面或整體層面上的知覺會因學歷的不同
有顯著差異；但不會因性別、年齡、服務年資、擔任職務、學校規模、學
校地區及創校歷史的不同有顯著差異。
四、嘉義縣國民中學組織學習與教師專業成長有顯著正相關存在。
五、在教師背景變項、學校背景變項及組織學習對教師專業成長的預測力方
面，以組織學習最能解釋並預測教師專業成長。
最後，根據研究結論提出相關之建議，以供教育教育行政機關、學校、國
民中學教師及未來研究者之參考。

關鍵字

教師專業成長 ； 組織學習

並列摘要

The purpose of this study was to understand the current conditions of
organizational learning and teachers’ professional growth in junior high schools
in Chiayi County. The methodology used in the thesis was quantitative
approaches, and data were collected through questionnaires. The survey
instrument entitled“A Questionnaire on Organizational Learning and Teachers’
Professional Growth in Junior High Schools” includes basic information,
Organizational Learning Scale, and Teachers’ Professional Growth Scale.
The samples consisted of public junior high school teachers in Chiayi
County. The survey was carried out by means of stratified random sampling,
with 260 questionnaires sent out, and 214 effective questionnaires collected. The
data were analyzed by descriptive statistics, independent-samples t-test, one-way
ANOVA, Pearson’s product-moment correlation, canonical correlation, and
multiple stepwise regression.
According to the results of the research, the main conclusions were
concluded as follows:
1.The current condition of organizational learning and teachers' professional
growth in junior high schools in Chiayi County are great.
2.The individual or the overall perception of organizational learning was
affected by teachers' education, teachers' position, schools' size, schools'
location, and schools' history, but not by differences in teachers' gender, age,
seniority.
3.The individual or overall perception of teachers’ professional growth was
affected by teachers' education, but not by differences in teachers' gender, age,
seniority, position, schools' size, schools' location, and schools' history.
4.There was a close relationship between organizational learning and teachers’
professional growth in junior high schools in Chiayi County.
5.Among the predicted variables for teachers' professional growth,
organizational learning is the best predictor.
According to the conclusions, this research proposed suggestions for
educational administration agencies, junior high schools, teachers, and future
researchers.

並列關鍵字

Teachers’ Professional Growth ； Organizational Learning

參考文獻

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