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    題名: 國民小學學校行政支持與教師專業發展成效相關之研究
    其他題名: A study of the relationships between administrative support and the effect of professional development in elementary schools
    作者: 施婷婷;Shih, Ting-Ting
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    張鈿富
    關鍵詞: 國民小學教師;學校行政支持;教師專業發展;Elementary School Teacher;school administrative support;teachers' professional development
    日期: 2014
    上傳時間: 2015-05-04 09:19:25 (UTC+8)
    摘要: 本研究旨在探討新北市國民小學學校行政支持與教師專業發展之現況與關係,分析不同背景變項學校行政支持對教師專業發展之差異情形。本研究採用問卷調查法,以新北市公立國民小學教師為研究對象,正式問卷施測共計發出700 份,回收問卷628 份,有效問卷600份,有效問卷回收率85.7%。在回收問卷後,依據所得資料以信度分析、描述統計、t考驗、單因子變異數分析、Pearson積差相關分析及多元回歸分析等統計方法進行分析,獲致以下研究結果:
    一、新北市國民小學學校行政支持與教師專業發展現況良好。
    二、國民小學教師因任教年資、擔任職務之不同,而在學校行政支持上有
    顯著差異。
    三、國民小學教師因性別、任教年資之不同,而在教師專業發展上有顯著
    差異。
    四、學校行政支持與教師專業發展之相關呈現中度正相關。
    五、學校行政對教師專業發展具有解釋力。
    最後,根據研究結果提出建議,以供學校行政、教師與未來相關研究提出具體建議。
    This research aimed to explore the current status and the relationships between school administrative support and teachers’ professional development of elementary schools in New Taipei City. A self-designed questionnaire was used and distributed to the teachers of elementary schools in New Taipei City. 700 copies of the questionnaire were sent and 628 copies were returned in which 600 were valid at valid response rate of 85.7%. Statistical methods including reliability analysis, descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation analysis, and regression analysis were used to analyze the data. The major findings were as followed:
    1. The current status of school administrative support and teachers’ professional development were at high level.
    2. There were significant differences of school administrative support based on teacher’s years-of-service, and position.
    3. There were significant differences of teachers’ professional development based on teacher’s gender, and years-of-service.
    4. School administrative support showed moderate positive correlation with teachers’ professional development.
    5. The degree of school administrative support would affect teachers’ professional development.

    Based on the results, suggestions were made for school educators, teachers and further research as reference.
    顯示於類別:[教育政策與領導研究所] 學位論文

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