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  • 學位論文

教師專業學習社群與教學效能關係之研究─以高職餐旅群新進教師為例

The study of the relationships between teacher professional learning communities and teaching efficacy: Take novice teachers in tourism and hospitality education in vocational high schools as an example

指導教授 : 馮莉雅

摘要


本研究旨在瞭解新進教師對教師專業學習社群重要性認知與其教學效能關係之研究,以南部地區高職餐旅類教師為例,並探討新進教師參與教師專業學習社群的成效與情形。本研究採用問卷調查法,前測共發放137份問卷,回收114份,有效問卷為112份,回收率81.75%,後測問卷根據前測問卷配對,發放112份,有效問卷112份,回收率100%。資料以描述性統計、t檢定、單因子變異數分析、共變異數及逐步多元迴歸等統計方法分析。歸納研究發現,本研究結論如下:(一)餐旅群新進教師對社群重要性有高度認同度,但教學效能只有中度自信心。(二)新進教師任教半年後,對於社群各項層面重要性之看法產生改變。(三)新進教師任教半年後,對於教學效能各項層面之自信心產生改變。(四)學校行政人員是影響新進教師參與教師專業學習社群之重要因素。(五)適合新進教師的專業學習社群主題依序分別為班級經營與學生輔導、課程與教學、特殊型任務。(六)初任、非本科系畢業及無他校任教經驗的新進教師對社群重要性認同度較高。(七)公私立學校的新進教師對社群重要性認知有顯著差異。(八)高職辦理教師專業學習社群之新進師,對社群重要性有較高的認同度。(九)有參與社群經驗之新進教師,對教師專業學習社群重要性有較高的認同度。(十)參與教師專業學習社群次數越多的新進教師,對社群重要性有較高的認同度。(十一)學校辦理社群經驗,有助於新進教師班級經營之教學效能提升。(十二)教師參與社群經驗對於教學效能的改變沒有顯著的差異。(十三)教師專業學習社群重要性看法之改變量能有效預測教學效能之改變量。

並列摘要


The study was to understand the relationships between novice teachers’ perceptions on the importance of teacher professional learning communities and their teaching efficacy. The subjects were teachers from tourism and hospitality education in vocational high schools in southern Taiwan. The effectiveness and the status quo of novice teachers participating in teacher professional learning communities were investigated. Questionnaires were utilized. 137 copies of the questionnaires were issued for the pretest. 114 copies were returned. The response rate for the pre-test was 81.75%. According to the pre-test, post-test questionnaires were paired and issued for 112 copies. The effective questionnaires for the post-test were 112 copies. The return rate for the post-test was 100%. Descriptive statistics, t test, one way ANOVA, ANCOVA, and stepwise multiple regression were utilized for data analysis. The findings of the study are as follows. 1) Novice teachers from tourism and hospitality education in vocation high schools have high level of perceptions on the importance of teacher professional learning communities. However, their confidence in teaching efficacy indicates in a medium level. 2) After teaching for six months, there is a change on the perception of the importance of professional learning communities’ dimensions for the subjects. 3) After teaching for six months, there is a change on the confidence level on the dimensions of teaching efficacy of the subjects. 4) School administrators are one of the most important factors that influence novice teachers to participate teacher professional learning communities. 5) Suitable topics of teacher professional learning communities for novice teachers are classroom management and student counseling, curriculum and instruction, and task-based topics. 6) Among the subjects, first-year teachers, teachers whose major are not tourism and hospitality education, and teachers without teaching experiences in other schools have higher level of perceptions on the importance of teacher professional learning communities.7) There is a significant difference on the perception of the importance of teacher professional learning communities between novice teachers in public and private schools.8) Novice teachers from teacher professional learning communities in vocational high schools have higher level of perception on the importance of teacher professional learning communities.9) Novice teachers with professional learning community experiences have higher level of perception on the importance of teacher professional learning communities.10) The more novice teachers participate in professional learning communities, the higher their perception level of the importance is.11) School experiences of professional learning communities are helpful for classroom management advancement of the novice teachers. 12) There is no significant difference between the subjects’ experiences of professional learning communities and their change on teaching efficacy. 13) The increment of the level of the perception on the importance of professional learning communities can predict the increment of teaching efficacy effectively.

參考文獻


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吳欣怡(2012) 。高職餐飲管理科專業教師素質之研究(未出版之碩士論文)。國立高雄餐旅大學餐旅,高雄市。
Hord, S. M. (2004). Professional learning communities: An overview. In S. M. Hord(Ed.), Learning together, leading together: Changing school through professional learning communities(pp. 5-14). NY: Teachers College Press.
游佩郁(2011)。臺北市國中校長轉型領導與教師學習社群關係之研究(未出版之碩士論文)。淡江大學,新北市。
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被引用紀錄


陳秋珊(2015)。臺中市立完全中學教師專業學習社群互動與教學效能關係之研究〔碩士論文,國立中正大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0033-2110201614013529

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