臺中市國民小學教師專業學習社群互動品質與工作滿意度關係之研究

The Relationship between Interaction Quality in Professional Learning Communities and Job Satisfaction among Elementary School Teachers in Taichung City

詹子弘(Tzu-Hung Chan)

指導教授 ： 陳聰文

中臺科技大學/護理學院/文教事業經營研究所/碩士(2011年)

摘要

本研究旨在探討國民小學教師專業學習社群互動品質與工作滿意度之現況，並分析教師背景變項在專業學習社群互動品質與工作滿意度上的差異情形，及探討教師專業學習社群互動品質與工作滿意度間的相關程度，最後研究教師專業學習社群互動品質對工作滿意度的影響力。除採文獻分析外，本研究以臺中市申請教育部99年度教師專業學習社群經費，實際參與社群運作之教師為研究對象，運用研究者自編的「國民小學教師專業學習社群互動品質與工作滿意度現況調查問卷」進行調查研究，根據受試者填答結果，採用描述性統計、獨立樣本t-test、單因子變異數分析、典型相關及多元迴歸等統計方法進行研究分析。本研究結果整理如下：
一、國民小學教師專業學習社群互動品質屬中上表現，以「專業對話」層面的品質最佳。
二、國民小學教師工作滿意度現況屬中上表現，以「工作本身」層面的滿意度最高。
三、國民小學教師專業學習社群互動品質及教師工作滿意度知覺因背景變項的不同，在部分層面有顯著差異。
四、國民小學教師專業學習社群互動品質與工作滿意度之間，呈現正相關。
五、國民小學教師專業學習社群互動品質可以有效解釋教師工作滿意度。

關鍵字

專業學習社群 ； 工作滿意度 ； 教師專業學習社群互動品質

並列摘要

This study investigated elementary school teachers’ interaction quality in professional learning communities and job satisfaction. Differences in interaction quality and job satisfaction between teachers with different background variables as well as the correlation between interaction quality and job satisfaction were analyzed. Further, the influence of interaction quality on job satisfaction was also examined. The methodology was based on literature analysis and questionnaire survey. The survey was administered to teachers who applied to Ministry of Education for funding for professional learning communities in 2009 and have been practically involved in operation of professional learning communities. The self-developed “questionnaire on elementary school teachers’ interaction quality in professional learning communities and job satisfaction” was used. The collected responses were statistically processed using methods including descriptive statistics, independent sample t-test, one-way ANOVA, canonical correlation, and multiple regression. The findings were summarized as follows:
1.The elementary school teachers’ overall interaction quality in professional learning communities was above the immediate level, with the highest level in the aspect of “professional dialogue”.
2.The teachers’ overall job satisfaction was also above the immediate level, with the highest level in the aspect of “the job itself”.
3.The teachers’ interaction quality in professional learning communities and job satisfaction varied across background variables, with differences across a few variables reaching the level of significance.
4.A positive relationship between interaction quality in professional learning communities and job satisfaction was observed among the elementary school teachers.
5.The teachers’ job satisfaction could be effectively explained by their interaction quality in professional learning communities.

並列關鍵字

professional learning community ； interaction quality in teachers’ professional le ； job satisfaction

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