臺北縣國小教師自我導向學習準備度、教師專業成長與教學效能關係之研究

A Study on the Relationship among Teacher self-directed learning readiness, Teacher professional growth and Teaching effectiveness for the Elementary School Teachers in Taipei County.

呂立琪(Li-Chi Lu)

指導教授 ： 丁導民

國立臺灣師範大學/教育學院/社會教育學系在職進修碩士班/碩士(2007年)

摘要

本研究旨在探討台北縣國小教師自我導向學習準備度、教師專業成長與教學效能的實際情況。分析不同背景變項的台北縣國小教師在其自我導向學習準備度、教師專業成長與教學效能之差異情形及探討教師自我導向學習準備度、教師專業成長與教學效能之間的關係，根據研究結果提出建議，作為教育行政機關、學校、小學教師及後續研究者之參考。
為達上述研究目的，根據文獻理論基礎編製問卷，研究以台北縣國小教師為對象分層隨機抽樣，共發出866份，實得有效問卷為770份，有效樣本回收率為88.9％。將所得的資料經統計方法分析，歸納所得結果獲得以下六項重要結論：
一、國民小學教師自我導向學習準備度、教師專業成長與教學效能之現況皆達中上水準表現。
二、台北縣國民小學教師自我導向學習準備度整體受教育程度、服務年資及婚姻狀況影響而有所差異；在性別、現任職務、學校規模無明顯影響。
三、台北縣國民小學教師專業成長整體受性別、服務年資、現任職務、婚姻狀況影響有所差異；在教育程度、學校規模方面無明顯影響
四、台北縣國民小學教師教學效能整體受性別、服務年資、婚姻狀況影響而有所差異；在教育程度、擔任職務、學校規模方面則無明顯影響。
五、台北縣國小教師自我導向學習準備度與教學效能呈顯著正相關（r=.666）
六、台北縣國小教師專業成長與教學效能呈顯著正相關（r=.853）
根據以上的結論，本研究提出下列建議：
一、對教育行政機關之建議
規劃教學所需之相關進修活動，建立教師專業成長護照與認證
二、對學校行政之建議
聘請資深教師擔任資淺教師之輔導教師並建立職務輪調機制
三、對教師之建議
鼓勵教師邁向婚姻幸福之路，提高教師教學效能及專業成長能力
四、對未來研究的建議
分別就研究對象、研究變項及研究工具上提出對未來研究者研究之建議參考

關鍵字

自我導向學習 ； 教師專業成長 ； 教學效能

並列摘要

A Study on the Relationship among Teacher self-directed learning readiness, Teacher professional growth and Teaching effectiveness for the Elementary School Teachers in Taipei County.
Advisor:Professor Tao-Ming Ting
Researcher:Li-Chi Lu
Abstract
The study emphasizes on discussion the actual situation in the teachers’self-directed learning readiness, teachers’ professional growth and teaching effectiveness of the elementary school teachers in Taipei county. To analyze the differences of teachers’self-directed learning readiness, teachers’professional growth and teaching effectiveness in the elementary school in Taipei county depending on different background variables, and to discuss the
relationships among teachers’self-directed learning readiness, teachers’professional growth and teaching effectiveness, and then based on results, presenting suggestions to educational administration organizations, schools, elementary school teachers and succeeding researchers for references.
For achieving the above objectives, the research designs questionnaires by theoretical basis in discussing related literatures, and the research selects elementary school teachers in Taipei County by layer random sampling. Totals are 866 questionnaires distributed, 770 valid questionnaires. The effective sample feedback rate is 88.9%. After statistics analysis, there are six concluded results as followings:
1. Elementary school teachers in the self-directed learning readiness, teachers’ professional growth and teaching effectiveness in the present situation have abeyance level behave.
2. The whole of teachers’ self-directed learning readiness of elementary school teachers in Taipei county was affected by education, years of service , and connubiality, but not by gender, work position , or school size.
3. The whole of teachers’ professional growth of elementary school teachers in Taipei county was affected by gender, years of service , work position , and connubiality, but not by education, or school size.
4. The whole of teaching effectiveness of elementary school teachers in Taipei county was affected by gender, years of service , and connubiality, but not by education, work position , or school size.
5.There was a close relationship between teachers’ self-directed learning readiness and teaching effectiveness in elementary school teachers in Taipei County.（r=.666）
6. There was a close relationship between teachers’ professional growth and teaching effectiveness in elementary school teachers in Taipei County.（r=.853）
The research proposes following suggestions based on conclusions above:
1.Suggestions to educational administration organizations
2.Suggestions to schools
3.Suggestions to elementary school teachers
4.Suggestions to succeeding researchers

並列關鍵字

self-directed learning readiness ； professional growth ； teaching effectiveness

參考文獻

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