不同教師資格檢定制度對初任教師專業能力影響之研究─以臺北縣市公立高職教師為例

Abstract

本研究旨在瞭解不同教師資格檢定制度的初任教師其專業能力之差異情形，並據以提出結論與建議。本研究係採問卷調查法進行，以我國臺北縣市公立高職95、96、97學年度之正式教師為研究對象，共發出193份問卷，回收後的有效問卷為168份，回收的可用率為87%。以描述性統計、單一樣本t考驗、獨立樣本t考驗、單因子變異數分析等統計方法進行資料分析。 經過資料的分析與討論，本研究所獲得的結論如下： 一、新制與舊制教師資格檢定制度的臺北縣市公立高職初任教師的專業能力現況屬於中上程度。 二、臺北縣市公立高職初任教師因其教師資格檢定制度不同，在整體專業能力上無顯著差異，但在行政知能上有顯著差異。 三、臺北縣市公立高職初任教師因其最高學歷、年資不同，在教師專業能力上有顯著差異。 四、臺北縣市公立高職初任教師不因其性別、年齡、修習中等教育學程管道不同，在教師專業能力上有顯著差異。 最後根據研究結論對學校單位、教育主管機關及未來研究提出具體建議，以作為有關單位與人員及未來研究之參考。The purpose of this study was to understand the differences of teachers’ professional competence of novice teachers trained in different teacher qualification assessment system. This study adopted the questionnaire survey. The subjects of the research were full-time teachers entering the public senior vocational school of Taipei County and City in 95, 96, 97 school year. There were 193 questionnaires issued and 168 copies of effective questionnaires retrieved. The usable return rate was 87%. The data were analyzed by statistical means including descriptive statistics, single sample t-test, independent sample t-test, and one-way ANOVA. Through the analysis of the data and discussion, the results of the research were concluded as follows: 1. The current situation of novice teachers’ professional competence trained in new and old teacher qualification assessment system was in high intermediate level. 2. In the public senior vocational school of Taipei County and City, novice teachers with different teacher qualification assessment system did not present significant differences in whole teachers’ professional competence but presented significant differences in teachers’ administrative competence. 3. In the public senior vocational school of Taipei County and City, novice teachers with different highest educational background and seniority presented significant differences in teachers’ professional competence. 4. In the public senior vocational school of Taipei County and City, novice teachers with different sex, age and teacher education systems did not present significant differences in teachers’ professional competence. Finally, according to the research results, the suggestions were provided to school administrations, education authorities and the future research.