淡江大學機構典藏:Item 987654321/113982
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/113982


    Title: 大臺北地區國小教師知識分享及參與行動學習教師專業社群的意願及影響因素之研究
    Other Titles: The study on willingness and influence factors of elementary school teachers knowledge sharing and participating in mobile-learning teacher's professional community in Taipei Area
    Authors: 陳又綺;Chen, Yu-Chi
    Contributors: 淡江大學教育科技學系碩士在職專班
    張瓊穗
    Keywords: 國小教師;行動學習;教師專業社群;影響因素;知識分享;Elementary School Teachers;Mobile-Learning;professional learning community;Influence factors;knowledge sharing
    Date: 2017
    Issue Date: 2018-08-03 14:37:48 (UTC+8)
    Abstract: 本研究旨在探討大臺北地區國小教師參與「行動學習教師專業社群」的意願 及其影響因素，了解臺北市及新北市國小教師參與「行動學習教師專業社群」的意願與內外在影響因素之間的關係。本研究以大臺北地區國小教師為問卷調查對象，共發出418份問卷，有效問卷322份，可用率為77%，本研究發現大臺北地區國小教師的參與意願為中等以上程度；教師參與「行動學習教師專業社群」意願受「組織氛圍」影響程度最高，其次是「知識分享需求」；而「男性」、「服務年資長」及「學校有申請行動學習計畫」的國小教師參與「行動學習教師專業社群」的意願較高；「男性」及「學校有申請行動學習計畫」的國小教師更認同「知識分享」是重要影響因素；「男性」、「教師兼行政」、「學校規模較小」及「學校有申請行動學習計畫」的國小教師對「學校組織影響因素」有不同的看法；此外，本研究亦發現國小教師「參與意願」與「學校組織影響因素」及「知識分享」皆達顯著正相關；且「組織文化」、「知識分享意願」及「知識分享需求」對教師參與「行動學習教師專業社群」意願具有預測力。本研究依據研究結果提出具體建議，以供相關單位推動國中小行動學習計畫之參考。
    This research aims to investigate elementary school teachers’ willingness of participating in Mobile-Learning teacher’s professional community and factors that influence the willingness to participate in Mobile-Learning teacher’s professional community. This research also delves into relationship between willingness and influence factors. The main research method applied in this study was a questionnaire survey. The subjects, who are elementary school teachers in Taipei city and New Taipei city, were selected by convenience sampling. The numbers of questionnaires are 418, there are 322 effective questionnaires, so 77 percent of questionnaires were determined to be useful.
    As the result indicated, elementary school teachers are above average in willingness to participate in Mobile-Learning professional community. The factor which has the most influence on teacher’s willingness of participation in Mobile-Learning professional community was organizational climate, and the secondary influence was knowledge sharing demand. Overall, there were significant differences in elementary school teachers’ willingness to participate in Mobile-Learning professional community with differences of background. Also, on the aspect of the influence factors, which include knowledge sharing and school organizational factors, there are significant differences in variables of background. Besides, the results revealed that there is positive correlation between the willingness of participating in Mobile-Learning professional community and knowledge sharing; also, there is positive correlation between willingness of participating in Mobile-Learning professional community and organizational influence factors. And organizational culture, knowledge sharing willingness and knowledge sharing demand can predict the willingness of participating in Mobile-Learning professional community.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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