過量教育對教學生產力之研究-以臺北地區國民中學教師為例

黃朝楠

指導教授 ： 曾永清

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2007年)

摘要

摘要
本研究目的旨在瞭解臺北地區國民中學教師過量教育對教學生產力之現況與關係，並分析不同背景變項教師對教學生產力的差異情形。
本研究以臺北縣、市公立學校的教師為對象，以自編的「過量教育對教學生產力之研究－以臺北地區國民教師為例」為研究工具，探討教師在過量教育對教學效能的「教學計畫與準備」、「多元教學技巧」、「善用教學評量」、「良好學習氣氛」、「班級經營管理」五項構面，以及「工作滿意度」、「學術活動參與」、「健康」、「轉換工作意願」的影響現況，共發出 625 份，回收 566 份，有效問卷 554 份。調查所得資料使用SPSS 13.0 For Windows 版統計軟體進行描述性統計、 t 考驗、多元迴歸分析等資料處理。根據研究發現，歸納本研究結論如下：
一、教師自我評估為過量或不足教育虛擬變數者在教學計畫與準備上都不比適量教育者完備，意味著過量或不足教育投資對教師教學計畫的準備皆會產生反效果，教師自我評估為不足教育虛擬者較無法善用教學評量、也較無法主導學生來營造和諧的學習氣氛，受教年數與教學年資的教師對班級經營管理方面呈現正相關。
二、過量教育虛擬值變項係數與教學效能對工作滿意度方面是呈現正相關：顯示教師在自己覺得受教育程度高於擔任本職的適量教育時，他會對於當前職務的滿意度呈現上升趨勢、而教學效能相對較高的教師對於教學工作越感覺滿意。
三、過量教育對學術活動參與並無顯著的相關。但在教學效能上可以發現教學效能總值變數項與學術活動參與成正的顯著相關，意味著教學效能較高的老師比較願意參與各種學術活動。
四、發現過量教育對國中教師健康狀況並無顯著的相關，也就是過量教育並不是國中教師們健康狀況之良好解釋變數。
五、過量教育對轉換工作意願有顯著性的相關。教育程度越高者越想轉換工作環境。
最後，根據研究發現與結論提出相關建議，作為主管教育行政機關、學校、
教師、及後續研究者之參考。

關鍵字

過量教育 ； 教學生產力 ； 工作滿意度 ； 學術活動參與 ； 轉換工作意願 ； 健康

並列摘要

The purpose of this study aimed to understand the circumstances of overeducation on teaching productivity for junior high school teachers in Taipei area. Also, this study analyzed the variables of teachers' backgrounds on teaching productivity.
The subjects of this study targeted at teachers in public schools in Taipei city and Taipei County. The data collection instrument was a self-designed quantitative questionnaire. It investigated the effects of overeducation on five dimensions of "teaching preparation", "skills of multiple teaching", "the use of evaluation", "positive learning atmosphere", and "class management". Also, it investigated the effects of "job satisfaction", "involvement in academic activity", "health", and " intention to transfer".
In total, 625 questionnaires were distributed, and 566 copies were received, with 554 effective copies being analyzed. Data were analyzed by SPSS 13.0 for Windows with methods of descriptive statistics, t-test and multiple regression analysis . Based on the results, major findings are summarized as the followings.
First, teachers who evaluated themselves as overeducated or undereducated were less well-prepared on teaching plan and teaching preparation than those who evaluated themselves as overeducated. It meant that over investment or insufficient investment on education resulted in negative effects on teachers' performance on preparing their teaching. Teachers who self-evaluated as undereducated were less capable of making use of teaching evaluation. They were also less capable of guiding students to build a peaceful atmosphere in the class. Also, years of receiving education and years of teaching experiences had positive correlation with teachers' class management.
Second, the dummy variables of overeducation and teaching efficiency to job satisfaction rate were positive correlated. It indicated that when teachers felt that the education they received were higher than adequate education, job satisfaction rate tended to increase. Also, teachers with higher teaching efficiency were more satisfied with their teaching job.
Third, overeducation did not have significant correlation with involvement in academic activities. However, on the aspect of teaching efficiency, it could be found that resultant variables of teaching efficiency and involvement in academic activities were positive correlated. It indicated that teachers with higher teaching efficiency were more willing to attend various kinds of academic activities.
Fourth, it was found that overeducation had no significant correlation with junior high school teachers' health status. In other words, overeducation was not a good explaining variable for junior high school teachers' health status.
Fifth, overeducation had significant correlation with willingness to transfer jobs. Teachers with higher education levels were more willing to transfer their jobs.
Finally, based on the findings and conclusion, this study provided related suggestions for school administrators, teachers, and researchers for further research.

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