兒童音樂補習班教師之職能研究

Exploring the Competency of the Teachers in Children's Music Supplementary School

鍾伊虹(Yi-Hung Chung)

指導教授 ： 朱益賢

國立臺灣師範大學/科技學院/工業科技教育學系在職進修碩士班/碩士(2007年)

摘要

本研究旨在探討兒童音樂補習班教師之職能，以供實務界與學術界後續研究之參考。
研究過程除透過文獻分析，建構職能之理論基礎和架構外，並藉由專家審查確立調查問卷之編製，再以問卷調查法進行資料蒐集。本研究採立意抽樣方式，以個案公司績效優異之教師為樣本，共計發放306份問卷，回收有效問卷246份，回收率為80%。將研究調查所得資料，以描述性統計方法進行分析歸納與整理，獲得研究結論如下：
一、兒童音樂補習班教師之職能包含：五項職能構面、十六項職能項目與六十二項職能行為指標。
二、五項職能構面之依重要程度排序為：自我效能、音樂教學能力、人格特質、教育能力及音樂知能。
三、十六項職能項目中有六項平均數為4.6。依序是顧客導向、教學知識、班級管理、自我管理、培養他人、專業提昇。
四、六十二項職能行為指標，十三項達「非常重要」程度、四十九項達「重要」程度。達「非常重要」程度且平均數大於4.6共九項，依序是「熟知教材及課程內容」、「依兒童學習狀況適時調整教學進度與方法」、「經常讚美及鼓勵學生的表現與成就」、「有良好的情緒管理能力」、「具高度的教學熱忱」、「信任、接納學生並給予他們正面的評量」、「對於教學理念與目標有清楚的認知」、「能即時處理課堂上的突發狀況」、「與學生及家長有良好的互動與溝通」。
最後，本研究依據研究結論提出建議如下：
一、建議兒童音樂補習班業者，針對達非常重要程度之職能構面、項目與行為指標，應優先考量運用在甄選、訓練及評鑑等方面，以提升競爭力。
二、建議兒童音樂補習班教師，自我檢視是否具備足夠的職能，並積極參與職前/在職訓練課程，以加強本身專業能力。
三、建議後續研究者採不同職能建構方式進行研究，並輔以質化研究方法，進行深度訪談以了解職能之重要程度差異原因。

關鍵字

兒童音樂補習班 ； 音樂教師 ； 職能

並列摘要

ABSTRACT
The purpose of this study was to explore the competency of the teachers in children’s music supplementary school, in order to provide practitioners and the academia with reference materials for their further research.
In this thesis, documentary research was applied to construct the theoretical foundation and framework of competency. In addition, it also employed judgmental sampling with selected teachers who had shown outstanding performance in target companies as study subjects. The setting of the questionnaire was verified by the experts before submitting the questionnaire to the subjects. 306 questionnaires were sent to the subjects, and 246 effective copies were collected, with a return rate of 80%. After analyzing the questionnaires, the following conclusions were proposed:
I. The competency of the teachers in children’s music supplementary school includes 5 competency factors, 16 competency dimensions, and 62 competency behavior indices.
II. The 5 competency factors are arranged in the following order of importance level: self-efficacy, competence of music teaching, personality, competence of educating, and musical competence.
III. Among the 16 competency dimensions, 6 of which have an average above 4.6. The 6 dimensions are customer orientation, knowledge teaching, class administration, self-administration, talent development, and expertise improvement.
Ⅳ. Among the 62 competency behavior indices, 13 of which are “critical,” and the rest 49 are “important”. For the “critical” indices, 9 included indices have an average above 4.6. The 9 indices are “being familiar with the content of teaching materials and courses”, “modifying teaching pace and methods based on children’s learning effect”, “often praising and encouraging students’ good behavior and achievement”, “possessing high EQ”, “being highly passionate in teaching”, “being able to trust and accept students and give them positive feedback”, “possessing clear visions and goals of teaching”, “being able to deal with any unanticipated situation in class”, “being able to establish positive interaction and communication with students and parents”.
Finally, based on research findings, the following recommendations are provided:
I. The practitioners of children’s music supplementary school should prioritize the “critical” competency structures, dimensions, and behavior indices when conducting recruiting, training, and evaluating, in order to enhance their competitiveness.
II. The teachers in children’s music supplementary school should try to assess whether they hold adequate competency through self-inspection, and actively participate in pre/in-service training, in order to improve their self-professionalism.
III. Future work may apply different competency constructing methods and qualitative research with detailed interviews to identify the differences between important competencies.

並列關鍵字

children's music supplementary school ； music teachers ； competency

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