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| 題名: | 校長教學領導、參與教師專業發展評鑑態度與教師專業成長關係之研究 |
| 其他題名: | A Study of Principal Leadership, Teacher's Participating and Teacher's Professional Growth |
| 作者: | 陳秋華
Chen, Chiu-Hua |
| 貢獻者: | 企業管理學系非營利事業管理碩士班
洪嘉聲
Chia-Sheng Hung |
| 關鍵詞: | 教師專業成長;參與教師專業發展評鑑態度;校長教學領導
the attitude of teacher evaluation for professional development;principal instructional leadership;teacher professional growth |
| 日期: | 2015 |
| 上傳時間: | 2015-08-25 16:28:30 (UTC+8) |
| 摘要: | 本研究以嘉義縣地區的國民小學教師為對象進行研究，探討國民小學校長教學領導、參與教師專業發展評鑑態度與教師專業成長的現況，其次探討不同背景變項國民小學教師在校長教學領導、參與教師專業發展評鑑態度與教師專業成長上的差異情形，最後分析校長教學領導、參與教師專業發展評鑑態度與教師專業成長之關係。本研究採用問卷調查法，總計發送問卷230份，回收率94.3％，可用率99.5％。所得資料先運用SPSS22.0軟體進行平均數、標準差、t考驗、單因子變異數分析，再以AMOS-20.0軟體進行驗證性因素分析及結構方程模式分析。 本研究結論如下：一、國民小學教師知覺校長教學領導情形良好。二、國民小學教師參與教師專業發展評鑑態度良好。三、 國民小學教師知覺教師專業成長情形良好。四、 不同性別的教師知覺校長教學領導達顯著差異；不同年資的教師知覺校長教學領導在「發展教學任務與目標」、「確保課程與教學品質」、「營造學校學習氣氛」層面及「整體層面」達顯著差異；擔任不同職務的教師知覺校長教學領導在「發展教學任務與目標」、「確保課程與教學品質」、「促進教師專業成長」、「發展支持的教學環境」、「營造學校學習氣氛」層面及「整體層面」達顯著差異；不同年齡、不同最高學歷及不同班級數學校的教師知覺校長教學領導無顯著差異。五、 不同最高學歷的教師參與專業發展評鑑態度之「評鑑規準」層面達顯著差異；擔任不同職務的教師參與專業發展評鑑態度之「評鑑目的」、「評鑑規準」、「評鑑結果應用」及「整體層面」達顯著差異；不同性別、不同年齡、不同年資及不同班級數學校的教師參與專業發展評鑑態度無顯著差異。六、不同年齡的教師在專業成長之「班級經營與輔導」、「敬業精神與態度」層面上達顯著差異；不同年資的教師在專業成長之「班級經營與輔導」、「敬業精神與態度」及「整體層面」達顯著差異；不同性別、不同最高學歷、擔任不同職務及不同班級數學校的教師在專業成長上無顯著差異。七、校長教學領導對參與教師專業發展評鑑態度有顯著的正向影響。八、參與教師專業發展評鑑態度對教師專業成長有顯著的正向影響。九、校長教學領導對教師專業成長有顯著的正向影響。十、校長教學領導透過參與教師專業發展評鑑態度對教師專業成長有正向的直接與間接影響效果。 最後，根據上述的研究結論，提出具體建議，以做為教育主管機關、國小校長、教師以及未來研究之參考。
The paricipants in this study were the elementary school teachers in Chaiyi County. The main purpose of this study is to explore the current situation of principal instrutional leadership, the attitude of teachers who participate in teacher evaluation for proffesion development and the difference on teacher professional growth. Second, the study explores the difference on various backgrounds of primary school teachers in principal instructional leadership, the attitude of evaluation for profession developent and teacher professional growth. Finally, the study analyzes the relationship between principal instrutional leadership, the attitide of teacher who involved in teacher evaluation for proffesion development and teacher professional growth. The information for this research is collevted through questionnaires. The grand total provides 230 questionnaires, overall recovery rate of 94.3%, the effective questionnaire recycling a rate 99.5%.The data were analyzed with the software SPSS22.0 mean,standard deviation,T-test,one-way ANOVA,and then were analyzed with the software AMOS-20.0 confirmatory factor analysis and analysis of covariance structure. The following conclusions can be drawn from the present study:1. The perception of primary school teachers on principal instrutional leadership is well.2. Primary school teachers who participate in teacher evaluation for profession development has good attitide.3. The perception of primary school teachers in teacher professional growth is well.4. Different genders of teachers have significant difference on principal instrutional leadership. Different seniority of teachers have significant difference on principal instrutional leadership in “the development of teaching tasks and objectives”, “ensure the curriculum and teaching quality’, “creation school learning atmosphere” level and “overall level”. Teachers who have different position have significant difference on principal instrutional leadership in “the development of teaching tasks and objectives”, “ensure the curriculum and teaching quality”, “promotion of teacher professional growth”. “the development of supportive learning nvironment”, “creation school learning atmosphere” level and “overall level”. However, different ages , educational backgrounds ,and teachers who have different numbers of class have no significant difference on principal instrutional leadership.5. Different educational backgrounds of teachers have significant difference on the attitude of teacher evaluation for profession development in”evaluation criterion”. Teachers who have different position have significant difference on teacher evaluation for profession development in”evaluation objectives”, “evaluation criterion”, “application of evaluation results” and “overall level”. However, different genders , different ages, senority ,and teachers who have different numbers of class have no significant difference on the attitude of teacher evaluation for profession development.6. Different ages of teachers have significant difference on professional growth in “classroom management and counseling”, “professionalism and attitude” levels. Different senority of teachers have significant different on prefessional growth in “classroom management and counseling”, “professionalism and attitude” and “overall level”. However, different genders , educational backgrounds , teachers who have different position ,and teachers who have different numbers of class have no significant difference on professional growth.7. Principal instructional leadership has a significant positive effect on the attitude of teacher evaluation for profession development.8. The attitude of involving teacher evaluation for profession development has a significant positive effect on teacher professional growth.9. Principal instructional leadership has a significant positive effect on teacher professional growth.10. Principal instructional leadership has a positive direct and indirect impact through the attitide of teacher evaluation for profession development. In the end, according to the findings of this study, the researcher put forward concrete proposals to the education authority, elementary school principals, teachers, and future research. |
| 顯示於類別: | [企業管理學系(管理科學碩/博士班,非營利事業管理碩士班)] 博碩士論文-非營利事業管理碩士班
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