Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96898
Title: 國中自然與生活科技教師課程領導、組織承諾和教學效能關係之研究
A Study of the Relationships Among Curriculum Leadership, Organizational Commitment and Teaching Effectiveness of Junior-High-School Science and Technology Teachers
Authors: 李隆盛
Lung-Sheng, Lee
陳玫良
Mei-Liang, Cheng
Keywords: 國中自然與生活科技
課程領導
組織承諾
教學效能
science and technology (S&T) learning area
curriculum leadership
organizational commitment
teaching effectiveness
Issue Date: 2009
Abstract: 本研究旨在分析國中自然與生活科技學習領域教師課程領導、組織承諾以及教學效能之間的關係。研究係採用調查研究法,並以臺灣地區之公私立國民中學教師作為研究對象,過程計抽取48所學校,共發出367份問卷,其中有效回收289份,有效回收率為78.7%。所得資料以積差相關、變異數分析、多元逐步迴歸、結構方程模式等方式加以分析。研究得到結論顯示:一、教師在課程領導、組織承諾、教學效能整體表現良好,以專業自信及尊重、義務內化、學科教學能力三構面為最佳,但教師在課程領導上缺乏行動力、對學校組織認同可再提昇,亦可多利用社會資源及指導學生參加展覽或相關競賽,強化教師教學效能;二、男性教師在課程領導、組織承諾及教學效能顯著高於女性教師,其組織承諾除性別外,大型學校顯著高於中型學校、教師職務專任顯著高於導師;且課程領導、組織承諾高的教師,其教學效能顯著高於低的教師;三、教師課程領導、組織承諾及教學效能三者呈現正相關;四、義務內化、專業成長和專業自信及尊重三構面,可有效預測教學效能;五、教師組織承諾對課程領導及教學效能有顯著之中介影響,課程領導可透過組織承諾影響教學效能。
The purpose of this study was to examine the relationships between and among junior high school in Science and Technology Learning Area teacher’s curriculum leadership, organizational commitment, and teaching effectiveness. This study adopts the methods of questionnaires. Data were collected from 367 teachers, teaching in 48 junior high school in Taiwan. There’re 289 effective questionnaires were got back. The return rate was 78.7%. The following methods: descriptive statistical analysis, Pearson’s correlation analysis, analysis of variance, multiple stepwise regression analysis, SEM etc. are adopted in the analysis of statistics. After making statistics and analysis, this research drew the following conclusions: 1. Science and Technology teachers’ curriculum leadership, organizational commitment, and teaching effectiveness are good. There’re specialty confidence and respect, obligation introspection and subjects teaching ability are best. 2.The different gender background variable on teachers’ curriculum leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness are statistically significant. The different teacher-student ratio, job position background variables on teachers’ organizational commitment are statistically significant, too. The curriculum leadership and organizational commitment of the high score group is stronger than that of the low score group on the teachers’ teaching effectiveness. 3.The teachers’ curriculum leadership, teachers’ organizational commitment, and teachers’ teaching effectiveness are positive correlation. 4.The obligation introspection, specialty growth, specialty confidence and respect can be used to effectively predict the teachers’ teaching effectiveness. 5.The teachers’ organizational commitment have significant mediated affected between teachers’ curriculum leadership and teachers’ teaching effectiveness.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0889710044%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/96898
Other Identifiers: GN0889710044
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