基隆市國民小學教師之同僚關係知覺與專業學習社群參與之研究

A Study of the Relationship between Elementary School Teachers’ Perception of School Collegiality and their Participation in Professional Learning Community: Keelung City as the case

葉素枝(Su-Chih Yeh)

指導教授 ： 吳明清

淡江大學/教育學院/教育政策與領導研究所碩士在職專班/碩士(2011年)

https://doi.org/10.6846/TKU.2011.00800

摘要

本研究探討國民小學的同僚關係與教師參與專業學習社群的情形，經以問卷調查，瞭解基隆市國民小學教師對學校同僚關係的知覺以及參與教師專業學習社群之現況、分析教師在不同背景變項之差異情形，並進一步探討學校教師同僚關係對專業學習社群參與之關聯性，以供國民小學推動教師專業學習社群之參考。
問卷調查之實施係以研究工者自編之「國民小學同僚關係與教師專業學習社群參與調查問卷」為工具，而以基隆市公立國民小學現職教師為對象，依分層隨機抽樣方法，共發出441份問卷，回收417 份問卷，有效問卷406 份，問卷可用率為92.1%。所得資料以描述性統計、t考驗、卡方考驗、單因子變異數分析、皮爾遜積差相關等統計方法進行分析。歸納研究發現，獲得以下結論：
一、基隆市國民小學教師所知覺的同僚關係為中等程度；同僚關係各面向中以「模仿與學習」的知覺程度最高，「分享與檢討」的知覺程度最低。
二、基隆市國民小學教師因服務年資、學校規模及學校歷史等變項之不同，其同僚關係知覺有顯著差異。
三、基隆市國民小學教師參與專業學習社群的情形尚未普遍。
四、基隆市國小教師參與專業學習社群的主要動機在於充實專業知識與技能。
五、基隆市國小教師參與專業學習社群的主要類型是「校內專業發展主題」，主要內容是「主題探討」。
六、基隆市國小教師參與專業學習社群的情形在部分背景變項有顯著差異 。
七、基隆市國小教師未參與專業學習社群的主要原因是「無適當時間參與」。
八、未參與專業學習社群的教師未來之參與有其條件與考慮。
九、相較於未參與專業學習社群的教師，曾參與的教師有較高的同僚關係知覺。
十、同僚關係知覺各面向與參與專業學習社群之各面向皆具有中度正相關。

關鍵詞：同僚關係;專業學習社群;專業學習社群參與

關鍵字

同僚關係 ； 專業學習社群 ； 專業學習社群參與

並列摘要

The purpose of this study was to explore the relationship between elementary school teachers’ perception of school collegiality and their participation in professional learning community. A questionnaire survey was conducted to 441 teachers stratified and randomly sampled from public elementary schools in Keelung City. The status-quo of school collegiality and teachers’ participation in professional learning community, as well as the differences in teachers’ perception and participations by teachers’ background variables were analyzed by using descriptive statistics, t-test, and one-way ANOVA. In addition, the χ2 – test and Pearson product-moment correlation were used to analyze the association between teachers’ perception of school collegiality and their participation in professional learning community.
Main findings of this study were as follows:
1. The current status of school collegiality perceived by elementary school teachers’ in Keelung City was at an intermediate level . Among dimensions of professional learning community, the "Imitation and Learning" dimension had the highest score, and the "Share and Review " dimension had the lowest score.
2. There were significant differences in elementary school teachers’ perception of school collegiality by teachers’ background variables, in terms of seniority, scale of school and school history.
3. The elementary school teachers in Keelung City didn’t participate in professional learning community very often.
4.The main motivation for school teachers to participate professional learning community was to “enrich their professional knowledge and skills”.
5. The main type of professional learning community for school teachers to participate was the “ professional development for teachers inside school“, and the main content was the “discussion of topics”.
6. Elementary school teachers under different background had different difficulties for their participation in professional learning community.
7.The main reasons for elementary school teachers not participating in professional learning community were “ no suitable time to participate”.
8. Elementary school teachers who did not participate in professional learning community had their own conditions and considerations for the future participation.
9. Compared to teachers who did not participate in professional learning community , teachers who had experiences of participating in professional learning community had a higher level of perception of school collegiality.
10.The relationship between teachers’ perception of school collegiality and their participation in professional learning community was positively correlated at a medium level.
Based on findings mentioned above, this study provided some suggestions for educational administrators, school educators and researchers.

並列關鍵字

school collegiality ； professional learning community ； participation in professional learning community

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