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專業學習社群態度及參與學習社群頻率對國小教師創意教學自我效能之影響

The Effect of Professional Learning Community Attitudes and Frequency of Participation in Learning Communities on the Primary School Teachers' Self-Efficacy of Creative Teaching

Abstracts


本研究欲探討專業學習社群態度以及學習社群參與頻率對國小教師創意教學自我效能的影響。研究對象為423位國小教師,性別比例為男生19.4%,女生80.4%。研究工具為線上問卷,內容包含「教師參與專業學習社群行為問卷」、「國小教師專業學習社群態度知覺量表」、及「創意教學自我效能感量表」。研究結果發現,教師的專業學習社群態度與創意教學自我效能有顯著地正相關;而教師專業學習社群態度與參與社群頻率的關係,則發現參加頻率每月1-2次及3-4次、及一學期參加過1次以上的教師,其專業學習社群態度顯著高於從未參加的教師;在參與社群頻率與創意教學自我效能方面,參加頻率每月3-4次、及一學期參加過6次以上的教師其創意教學自我效能顯著高於從未參加的教師。國小教師參與學習社群的態度對於參加社群頻率與創意教學自我效能之間沒有調節效果。從研究結果來看,教師參與專業學習社群的頻率與態度一樣重要,也就是說,只要維持適度的參與社群頻率並保持正向的態度,將可以大大提升國小教師的創意教學自我效能。

Parallel abstracts


This study aims to investigate the effects of professional learning community attitudes and frequency of learning community participation on the self-efficacy of primary school teachers in creative teaching. The study participants were 423 primary school teachers with a sex ratio of 19.4% males and 80.4% females. The measurement tools were online questionnaires, including the "Teacher Participation in Professional Learning Community Behavior Questionnaire", "Elementary School Teachers' Professional Learning Community Attitude Consciousness Scale", and "Self-efficacy of Creative Teaching". The results of the study found that teachers' professional learning community attitudes were significantly positively correlated with creative teaching self-efficacy; while the relationship between teachers' professional learning community attitudes and the frequency of participating communities found that the teachers who have participated 1-2 and 3-4 times per month, and more than once in a semester have a significantly higher professional learning community attitude than teachers who have never participated; in terms of participation in community frequency and creative teaching self-efficiency, the teachers who have participated 3-4 times a month, and more than 6 times in a semester have significantly higher self-efficacy in creative teaching than teachers who have never participated. The attitude of elementary school teachers to participate in the learning community was no moderating effect on the frequency of participating in the community and the self-efficacy of creative teaching. From the research results, the frequency of teachers' participation in professional learning communities is as important as their attitudes. In other words, as long as they maintain a moderate frequency of participation in the community and maintain a positive attitude, they will greatly improve the creative teaching self-efficiency of elementary school teachers.

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