國民中小學教師專業成長需求之研究-統合分析取向

The Study on Needs for Teachers'' Professional Growth in the Elementary and Junior High Schools -A Meta-Analysis

黃雙偉(Shuang-Wei Huang)

指導教授 ： 黃寶園

中臺科技大學/護理學院/文教事業經營研究所/碩士(2010年)

摘要

本研究旨在探究「國民中、小學教師專業成長需求」，而研究方法係採用Hedges 與Olkin (1985)統合分析法加以完成。經過研究者蒐集到77篇相關研究，進行資料篩選、編碼、登錄，再以電腦程式Comprehensive Meta Analysis（2.0）加以執行分析，分別探討國民中、小學教師專業成長需求的內涵，國民中、小教師對專業成長需求的程度，及不同變項與專業成長需求之差異情形，最後，探討影響教師專業成長需求可能的中介變項。根據研究結果，本研究獲致下列結論。
一、國民中、小學教師專業成長需求內涵，經統整後歸納為「行政知能」、「教學知能」、「班級經營」、「人際關係與溝通」、「學生輔導」、「課程設計」、「專業態度與精神」、「教育研究」等八項層面。
二、「國民中、小學教師專業成長需求」的程度
（一）國民中、小學教師專業成長需求整體層面具高程度需求。
（二）「國民小學」教師在專業成長需求上具高度需求。
（三）「國民中學」教師在專業成長需求上具有中高程度需求。
（四）「國民中小學」教師在專業成長上的需求上具中高程度的需求。
三、不同背景變項與專業成長需求差異之分析
（一）不同性別之國民中、小學教師在專業成長需求達顯著差異
（二）不同年齡之國民中、小學教師在專業成長需求達顯著差異
（三）不同教學年資之國民中、小學教師專業成長需求達顯著差異
（四）不同擔任職務之國民中、小學教師專業成長需求達顯著差異
（五）不同學歷背景之國民中、小學教師專業成長需求達顯著差異
（六）不同學校規模之國民中、小學教師專業成長需求達顯著差異
（七）不同學校所在地區之國民中、小學教師專業成長需求達顯著差異
四、影響教師專業成長需求的中介變項
（一）不同研究性質、不同研究樣本數、不同研究區域，對於國民中、小學教師，是影響專業成長需求的中介變項，但因組內同質性Q 不同質，表示此專業成長需求還有其他潛在的中介變項存在。
（二）不同研究信度、不同出版年代，不是影響教師專業成長需求的中介變項。

最後，依據研究結果提出國民中、小學教師專業成長需求及統合分析研究的建議。

關鍵字

統合分析法 ； 專業成長需求 ； 國民中小學教師

並列摘要

This study aims to investigate how “the teachers’ needs for professional growth in the elementary and junior high schools.” Research method is based on Hedges and Olkin''s (1985) meta-analysis method. After collecting 77 studies, I select, enumerate and update all data. I analyze the data with the computer program of Comprehensive Meta Analysis (2.0) to examine what the teachers in the elementary and junior high schools need for professional growth, to what degree they need continuous training, and what difference there is between various variables of teachers'' backgrounds and their needs for professional growth. Finally, I discuss how the intervening variables affect the teachers'' needs for professional growth. According to the results, this study reached the following conclusions：
1.In the elementary and junior high schools, the teachers'' needs for professional growth include the following eight categories: “administrative knowledge,” “teaching knowledge,” “classroom management,” “interpersonal relationship and communication,” “student counseling,” “course design,” “professional attitude,” and “education studies.”
2.The degree of our teachers'' needs for professional growth in the elementary and junior high schools
(1)Overall, they all highly require professional growth.
(2)The elementary school teachers have the high level of demand for professional growth.
(3)The junior high school teachers have the high-to-medium level of demand for professional growth.
(4)The elementary and junior high school teachers have the high-to-medium level of demand for professional growth.
3.The variables of teachers’ different backgrounds in relation to the needs for their professional growth.
(1)Different sexes result in a significant distinction in teachers’ needs for professional growth in the elementary and junior high schools
(2)Different ages result in a significant distinction in teachers’ needs for professional growth in the elementary and junior high schools
(3)Different years of teaching service result in a significant distinction in teachers’ needs for professional growth in the elementary and junior high schools
(4)Different job positions result in a significant distinction in teachers’ needs for professional growth in the elementary and junior high schools
(5)Different educational backgrounds result in a significant distinction in teachers’ needs for professional growth in the elementary and junior high schools
(6)Different scales of schools result in a significant distinction in teachers’ needs for professional growth in the elementary and junior high schools
(7)Different locations of schools result in a significant distinction in teachers’ needs for professional growth in the elementary and junior high schools
4.The intervening variables that affect teachers’ needs for professional growth
(1)There are different variables such as study characteristics, the numbers of samples, and study area, which affect teachers’ needs for professional growth in the elementary and junior high schools. The different Q shows that there are other undetected intervening variables.
(2)The different reliability of studies and publication years are not the intervening variables that affect the teachers’ needs for professional growth.

Finally, based on the results, I make suggestions about the elementary and junior high schools teachers'' needs for professional growth and research on Meta-analysis.

並列關鍵字

Needs for professional growth ； The elementary and junior high school teachers ； A Meta-Analysis

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