This study aims to investigate the relationships among community characteristics, community
barriers, and teaching effectiveness. Furthermore, this study examines the effect of the
background variables of the professional learning community and the participating junior high
teachers on community characteristics and teaching effectiveness. The study also explores the
moderate effect of community barriers on the relationship between community characteristics
and teaching effectiveness.
This is a quantitative research. The population consists of 487 junior high schools teachers in
Yilan County who voluntarily participated in the professional learning community program. A
survey questionnaire was used to collect data and a total of 343 returns were valid 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 finds 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 were 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.
關聯:
the 3rd International Symposium on Economics and Social Science論文集