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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/105009

    Title: 宜蘭縣國民中學教師專業學習社群運作及對其教師教學效能影響之探討
    Other Titles: A study of the effect of professional learning community on teaching effectiveness : with an example of Yilan junior high school teachers
    Authors: 許智涵;Hsu, Chih-Han
    Contributors: 淡江大學教育科技學系數位學習在職專班
    何俐安;Ho, Li-An
    Keywords: 國中教師;教師專業學習社群;教師教學效能;professional learning community;Teaching Effectiveness;Junior High School Teacher
    Date: 2015
    Issue Date: 2016-01-22 14:45:34 (UTC+8)
    Abstract: 本研究旨在探討國中教師專業學習社群對教學效能之影響,並瞭解不同社群運作情形,是否影響教師專業學習社群特徵與教師教學效能,以及社群實施困境是否對教師專業學習社群特徵與教師教學效能間之關係有調節效果。本研究採問卷調查法,編製「國民中學教師專業學習社群與教學效能之問卷」為研究工具。調查對象為參與103年度宜蘭縣國中精進教學之學習社群教師,共487人,回收之有效問卷343份,問卷持續回收中。本研究之資料處理以描述性統計、單因子變異數分析、Pearson相關分析、迴歸分析等統計方法,進行資料分析。
    This study aims to investigate the effect of junior high school teachers’ professional learning communities on their teaching effectiveness. In addition, this study examines the effect of community background variables on community characteristics as well as teaching effectiveness. Furthermore, the study explores the moderate effect of community barriers on the relationship between community characteristics and teaching effectiveness.

    This is a quantitative research. The target population consists of 487 junior high schools teachers in Yilan County who voluntarily participated in the professional learning community program promoted by the Yilan County Government Educational Department. A survey questionnaire was used to collect data and a total of 343 valid questionnaires were retrieved for data analysis (valid return rate: 70.43%). Statistical methods such as descriptive statistics, t test, one-way ANOVA, Pearson Correlation, and stepwise multiple regression were used for data analysis.

    The study found that:
    (1) the majority of professional learning community for junior high school teachers in Yilan was for teachers teaching the same domain of subject, aiming to improve their instructional skills as well as professional competence in a theoretical way.
    (2) the current teachers’ perception of community characteristics and teaching effectiveness are above the upper middle level. Yet the community barriers were perceived low.
    (3) the content of professional learning community showed a significant and positive effect on community characteristics and teaching effectiveness.
    (4) community characteristic positively and significantly affected teaching effectiveness.
    (5) community barrier did not show a significant moderating effect on the relationship between community characteristics and teaching effectiveness.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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