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    题名: 台北縣國民小學教師專業成長與學校效能關係之研究
    其它题名: A study of the relationship between teachers' professional growth and school effectiveness in the elementary schools of Taipei county
    作者: 徐文玲;Hsu, Wen-ling
    贡献者: 淡江大學教育政策與領導研究所碩士班
    黃炳煌;Huang, Ping-huang
    关键词: 教師專業成長;學校效能;典型相關;professional growth;school effectiveness;canonical correlation analysis
    日期: 2005
    上传时间: 2010-01-11 00:19:19 (UTC+8)
    摘要: 本研究旨在了解國民小學教師專業成長與學校效能的相關情形,其次是探討教師專業成長與學校效能之現況,以及分析國民小學教師不同的背景變項與學校環境變項在專業成長與學校效能上的差異情形。
    本研究採用問卷調查法以台北縣立70所國民小學716位教師為調查研究對象,其中有效樣本為502份,有效率為70.11%。主要研究工具有二,分別是:「教師專業成長量表」與「學校效能量表」。調查所得的資料則以SAS 8e版與SPSS10.0統計套裝軟體程式,進行信效度分析、典型相關、描述性統計、t考驗、單因子變異數分析、雪費事後比較等統計處理,統計分析後獲致下列的結果:
    一、國民小學教師專業成長與學校效能具有顯著的典型相關。國民小學教師專業成長的各向度,透過一組典型變數對學校效能各向度的解釋變異量為23.17%。
    二、國民小學教師專業成長與學校效能的現況為中上程度。
    三、國民小學教師的整體專業成長在服務年資上有顯著差異,服務年資未滿5年的教師在專業成長上小於服務年資5年以上未滿15年、15年以上未滿25年及25年以上的教師。
    四、國民小學教師所知覺的整體學校效能在不同的學校規模具有顯著差異,學校規模12班以下的學校效能大於學校規模13-24班、25-59班及60班以上。
    最後根據研究結果提出具體建議,以作為教育行政機關、學校、教師及未來研究的參考。
    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.
    显示于类别:[教育政策與領導研究所] 學位論文

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