國民中學教師兼行政人員教育專業倫理素養之現況研究-以臺北縣為例

Abstract

中文摘要

教育的對象是「人」，學校行政具有高度的人性、價值與複雜性，學校每一個決定都是為了人所做的決定，應該特別重視學校行政的教育價值考量，而教師兼行政人員是在行政工作上及進行教學活動時是否秉持同樣的教育專業信念融入其中，將是不容忽視重要關鍵。本研究旨在瞭解臺北縣國民中學教師兼行政人員教育專業倫理素養之現況，並分析不同背景變項教師之教育專業倫理素養是否有差異。 透過文獻的分析與整理，教師兼行政人員之教育專業倫理素養可分成四個層面，分別是通識知能層面、情緒溝通層面、逆境因應層面、意志層面。臺北縣國民中學教師兼行政人員在通識知能層面與意志層面均呈現平均數在4以上的表現，惟在「情緒溝通層面」與「逆境因應層面」，教師自評之現況相較於其它層面而言相對較低。此外，根據問卷調查之結果，臺北縣教師兼行政人員教育專業倫理素養在不同性別、年齡、學歷、任教年資、任教領域、目前職務、行政年資有顯著差異。 最後本研究根據結論，針對教師本身、教師專業團體、師資培育機構、學校行政機關及後續研究者提出未來改進之建議。ABSTRACT The main purpose of this study is to explore the implementation of professional ethics of junior high school teachers in Taipei County, Taiwan. The method of this study is based on questionnaire survey, which is designed according to my analysis of the literature. A total of 445 questionnaires were sent out, and 395 were returned. The final data was analyzed by t-test and ANOVA. The analysis indicates that there can be a five-point scale of the implementation of professional ethics of teachers, which is established and tested by the method of Cronbach α and content validity. Four aspects should be taken into consideration to determine the location in the scale: (i) the aspect about general ability and knowledge, (ii) the aspect about management and communication of one’s emotion, (iii) the aspect about problem-solving, and (iv) the aspect about the strength of will. The results of this study show that: First, it appears that, as to (i) and (iv), the implementation of professional ethics of junior high school teacher averages 4, which is generally high. Second, the differences in teachers’ gender, age, education, seniority, majors, and duration of administrative service have great influence on the implementation of professional ethics of junior high school teachers. The limitation and generalization of this study is discussed as well. Moreover, some recommendations are proposed to facilitate further researches related to this issue.