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|Other Titles: ||A study of the relationship between teachers' professional growth and school effectiveness in the elementary schools of Taipei county|
|Authors: ||徐文玲;Hsu, Wen-ling|
|Keywords: ||教師專業成長;學校效能;典型相關;professional growth;school effectiveness;canonical correlation analysis|
|Issue Date: ||2010-01-11 00:19:19 (UTC+8)|
The primary purpose of this study is to examine the correlation between teachers’ professional growth and school effectiveness.Secondly,this study attempted the reality of teachers’ professional growth and school effectiveness and thirdly to analyze the differences of teachers’ demographic variables and schools’ environmental variables on teachers’ professional growth and school effectiveness.
Questionnaire survey was conducted in this study.The subject included 716 teachers randomly drawn from 70 elementary schools of Taipei County. A total of 502 valid questionnaires were retrieved,and the retrieval rate was 70.11％. There were two survey instruments used in the study,including Teachers’ Professional Growth Questionnaire and School Effectiveness Questionnaire.The data analyzed by SAS 8e and SPSS10.0,methods of reliability analysis, factor analysis, canonical correlation analysis,descriptive statistics,t-test,one-way ANOVA and Scheff’e multiple comparisons yielded the following results.
1.Positive canonical correlation exited between teachers’ professional growth and school effectiveness.Through canonical variations,23.17％percent of the variance in Y sets of variables can be explained by X sets of variables.
2.Awareness of teachers’ professional growth and school effectiveness in the elementary schools of Taipei County is above average.
3.Awareness of teachers with less than 5 years’ teaching experiences concerning teachers’ professional growth is less than that of teachers with 5-15 years’ teaching experiences,15-25 years’ teaching experiences and more than 25 years’ teaching experiences.
4.Awareness of less than teachers in 12 classes of school seize concerning school effectiveness is more than that of 13-24 classes of school seize,25-59 classes of school and more than 60 classes of school seize.
Finally,based on the results,recommendations were made for educational administration institutes, elementary schools, teachers and future study.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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