臺北縣高職教師人格特質與專業成長關係之研究

A Study of the Relationship Between Personality Traits and Professional Growth of Senior Vocational School Teachers in Taipei County

謝儀美(Yi-Mei Hsieh)

指導教授 ： 林俊彥

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2010年)

摘要

本研究旨在探討臺北縣高職教師人格特質類型與專業成長之現況，並分析不同背景變項的臺北縣高職教師在人格特質與專業成長之差異情形，進而探究兩者之關係。
研究採問卷調查方式進行，以教育部統計處公佈之九十七學年度16所臺北縣高級職業學校教師為母群體，共計發放395份，有效問卷為378份，有效問卷回收率為96%。統計方法使用集中與離散趨勢、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關。經資料處理分析後，獲得以下結論：
一、臺北縣高職教師專業成長在「教育輔導知能、通用知能、學科專業知能」具有相當高度的正面傾向，以「教育輔導知能」構面最高，「通用知能」構面次之；但在「學校行政知能」的專業成長方面則為負面傾向。
二、臺北縣高職教師的人格特質在「謹慎性、友善性、開放性及外向性」構面的正面傾向甚高；但在「神經質」的特質方面則為負面傾向。
三、臺北縣高職教師人格特質與專業成長之關係確實存在，其中人格特質之「外向性」、「開放性」、「友善性」、「謹慎性」與專業成長呈現正面相關；人格特質之「神經質」與專業成長呈現負面相關。
四、在整體專業成長上，臺北縣高職教師擔任「教師兼主任」專業成長高於「專任教師」、「教師兼導師」職務之教師。
五、臺北縣高職教師人格特質之「神經質」構面，在年齡變項上，「31-40歲」之教師高於「41-50歲」之教師；在服務年資變項上，「6-10年服務年資」之教師高於「16-20年服務年資」之教師。
六、在學歷變項上，「開放性」構面達顯著水準，其中「研究所以上」學歷之教師高於「一般大學」學歷之教師。
七、臺北縣高職教師人格特質之「謹慎性」構面，在學校職務變項上，「教師兼主任」之教師顯著高於「專任教師」之教師。
八、在學校類別變項上，「公立」學校之教師「外向性」、「開放性」構面顯著高於「私立」學校之教師。

關鍵字

人格特質 ； 專業成長

並列摘要

The study aims to discuss the relation between the personality traits and professional growth of senior vocational school teachers in Taipei County, and analyze the disparity under different background variables as well as explore its correlation.
Questionnaire survey was conducted in this study. The population was selected from the teachers of 16 senior vocational schools at the 2008 academic year, with 395 copies of questionnaire dispatched. The valid questionnaire surveys were 378 copies, and valid return ratio was 96.0%. The statistical techniques applied are central tendency, independent samples t-test, one-way ANOVA, Pearson product-moment correlation, after processing and analyzing the collected information, the major findings are as following:
1. The most positive tendency dimension of teachers’ professional growth is the educational guidance, then followed by general knowledge. But in the dimension of professional growth at administration cognitive is reached in negative level.
2. The most positive tendency dimension of teachers’ personality traits is the conscientiousness, then followed by agreeableness. But in the dimension of personality traits at neuroticism is reached in negative level.
3. For Taipei County senior vocational school teachers, the relationship between personality traits and professional growth truly exists. There are positive relations among personality traits of extraversion, openness, agreeableness, conscientiousness, and professional growth. However; there is negative relation between personality traits of neuroticism and professional growth.
4. In the aspect of professional growth, chairmen perform better than full-time teachers and classroom teachers.
5. Teachers’ personality traits of neuroticism show that the age from 31 to 40 is better than that from 41 to 50. In aspect of serving years, it shows that serving years from 6 to 10 is better than that from 16 to 20.
6. In the aspect of openness, the teachers with master degree or above perform better than those graduated from university.
7. In the aspect of conscientiousness, chairmen perform better than full-time teachers.
8. In the aspect of extraversion and openness, public school teachers perform better than private school teachers.

並列關鍵字

personality traits ； professional growth

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