淡江大學機構典藏:Item 987654321/93708
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    題名: 新北市國民中學教師專業角色知覺與領導作為之研究
    其他題名: Study on junior high school teachers' perception of their professional roles and leadership behaviors in New Taipei City
    作者: 陳仲苓;Chen, Chung-Ling
    貢獻者: 淡江大學教育政策與領導研究所碩士在職專班
    吳明清;Wu, Ming-Ching
    關鍵詞: 專業角色知覺;教師領導作為;perception of professional roles;teachers' leadership behavior
    日期: 2013
    上傳時間: 2014-01-23 13:26:18 (UTC+8)
    摘要: 本研究採問卷調查法探討新北市國民中學教師專業角色知覺與領導作為之現況，並分析不同背景變項的教師，在教師專業角色知覺和領導作為之差異情形，以及專業角色知覺與領導作為的相關性。資料之蒐集係以新北市國民中學教師為對象，從母群體96所學校的6903位教師中分層隨機抽樣，共抽取16所國民中學，計有教師384人，回收有效問卷360份，有效回收率93.8％。利用描述性統計分析、獨立樣本t檢定、單因子變異數分析、Pearson積差相關及多元迴歸等統計方法分析問卷資料，獲致以下研究結論：
    一、新北市國民中學教師認同多元專業角色，且以教學輔導為重。
    二、新北市國民中學教師之專業角色知覺因任教領域與學校規模而有差異。
    三、新北市國民中學教師展現多面向的領導作為。
    四、新北市國民中學教師之領導作為會因最高學歷、任教領域、擔任學習領域召集人、現任職務以及學校規模而有差異。
    五、新北市國民中學教師的專業角色知覺與其領導作為有正相關。
    六、新北市國民中學教師的專業角色知覺對領導作為具有預測力。
    依據上述結論，本研究對教育主管機關、學校行政人員、國中教師以及後續研究者提出建議，以作為改善與提升教師專業角色與領導作為之參考。
    The purpose of this study was to understand the current situations of junior high school teachers’ perception of their professional roles and leadership behavior in New Taipei City. A questionnaire survey was conducted for data collection. Subjects of the survey were teachers of the junior high schools in New Taipei City selected by the stratified random sampling method, including 384 teachers from 16 junior high schools in New Taipei City. There were 360 responses with the valid return rate of 93.8%. Questionnaire data were analyzed by methods of descriptive statistics, independent-samples t-test, one-way ANOVA, Pearson’s product-moment correlation, multiple stepwise regression analysis, leading to the following conclusions:
    1.Teachers of junior high schools in New Taipei City acknowledged their multi-professional roles, and emphasized the role as a teaching-counselor.
    2.Junior high schools teachers’ perceptions of their professional roles were significantly different by variables of community and scale of school.
    3.Teachers of junior high schools in New Taipei City performed multi-categories of leadership behaviors.
    4.Junior high schools teachers’ leadership behaviors were significantly different by background variables such as educational level, teaching major, current position and scale of school.
    5.Positive correlation existed between teachers’ perception of their professional roles and leadership behaviors.
    6.Teachers’ perception of their professional roles had significant power of prediction for their leadership behaviors.
    Based on conclusions mentioned, this research recommended some suggestions for educational administration authorities, junior high school teachers, and future studies.
    顯示於類別:[教育政策與領導研究所] 學位論文

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