本研究探討新北市北海岸偏遠及小型國民小學教師之專業發展狀況，包括教師的專業發展需求、參與專業發展的情形以及滿意度。本研究以自編之「新北市北海岸偏遠及小型國民小學教師專業發展狀況之調查問卷」為工具，針對新北市北海岸18所偏遠及小型國民小學進行普查，共調查235名教師之專業發展資料，並根據調查結果，以描述性統計、t 考驗、單因子變異數分析及多元迴歸等統計方法加以分析。 根據研究結果之分析，歸納本研究之主要發現如下： 一. 新北市北海岸偏遠及小型國民小學教師之專業發展需求屬中等程度。 二. 新北市北海岸偏遠及小型國民小學教師之專業發展需求因其職務與服務年資不同而有顯著差異。 三. 新北市北海岸偏遠及小型國民小學教師參與專業發展的頻率不高。 四. 新北市北海岸偏遠及小型國民小學教師之專業發展參與因背景變項之不同而有顯著差異。 五. 新北市北海岸偏遠及小型國民小學教師對於專業發展的滿意程度屬於中等。 六. 新北市北海岸偏遠及小型國民小學教師之專業發展滿意度因背景變項之不同而有顯著差異。 七. 新北市北海岸偏遠及小型國民小學教師之專業發展需求、參與及滿意度三者有顯著正相關。 根據上述研究發現，本研究提出建議如下： 一. 教育行政機關辦理區域性教師專業發展時，宜考慮小型及偏遠小學教師人力特徵與需求，以及交通便利性。 二. 教育行政機關宜充實數位平台研習之軟硬體，以發揮遠距研習效果。 三. 教育行政機關宜以多元方式，強化教師參與專業發展之動機。 四. 學校行政宜增加辦理校內教師專業發展活動。 五. 學校行政規劃校內教師專業發展活動時，宜審慎考慮相關活動的內容，以滿足教師專業發展需求。 This study explored the needs, participation, and satisfaction of Teachers’ Professional Development in Secluded or Small-Scale Elementary Schools in North Coast of New Taipei City. A questionnaire survey was conducted to 235 teachers from 18 Secluded or Small-Scale Elementary Schools in North Coast of New Taipei City. Data were analyzed statistically by adopting methods such as descriptive statistics, t-test , one-way ANOVA and multiple regression analysis. The following conclusions were summarized: 1. The Needs of Teachers’ Professional Development in Secluded or Small-Scale Elementary Schools in North Coast of New Taipei City was at an intermediate level. 2. There were significant differences in the needs of Teachers’ Professional Development among teachers with different position and years of service. 3. The frequency of participating professional development for teachers from the Secluded or Small-Scale Elementary Schools in North Coast of New Taipei City was not high. 4. There were significant differences in the participation of Teachers’ Professional Development among teachers with different background variables. 5. The Satisfaction of Teachers’ Professional Development for teachers from the Secluded or Small-Scale Elementary Schools in North Coast of New Taipei City was at an intermediate level. 6. There were significant differences in the satisfaction of Teachers’ Professional Development among teachers with different background variables. 7. There was significant positive correlation among the Needs, Participation and Satisfaction of Teachers’ Professional Development. Based on conclusions, some suggestions were proposed for administrators and school teachers.
