台北縣國民小學教師專業認同、社區意識與專業表現之研究
| dc.contributor | 林振春博士 | zh_TW |
| dc.contributor | Lin,Chen-Tsung | en_US |
| dc.contributor.author | 黃麗靜 | zh_TW |
| dc.contributor.author | Huang, Li-Ching | en_US |
| dc.date.accessioned | 2019-08-29T06:43:50Z | |
| dc.date.available | 2009-1-7 | |
| dc.date.available | 2019-08-29T06:43:50Z | |
| dc.date.issued | 2009 | |
| dc.description.abstract | 摘 要 本研究旨在探討台北縣國小教師專業認同、社區意識與專業表現的現況及其關係，並分析不同背景變項之教師，其專業認同、社區意識與專業表現之差異情形。問卷調查以台北縣國民小學教師為母群體，採分層隨機抽樣方式，並以「台北縣國小教師專業認同、社區意識與專業表現概況調查問卷」，針對台北縣46所國小，546位學校教師進行問卷調查，回收率為94.1%，有效問卷為514份，可用率為99.61%。所得資料以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關以及逐步多元迴歸等統計方法進行資料分析。根據資料分析結果，本研究獲致以下結論： 一、台北縣國小教師之專業認同、社區意識與專業表現皆為良好。 二、台北縣國小教師專業認同之現況受年齡、居住狀況影響而有所差異。 三、台北縣國小教師社區意識之現況受年齡、服務年資、現任職務、學校規 模、居住狀況影響而有所差異。 四、台北縣國小教師專業表現之現況受年齡、服務年資、最高學歷、現任職 務、居住狀況影響而有所差異。 五、台北縣國小教師專業認同愈深則專業表現愈佳。 六、台北縣國小教師社區意識愈高則專業表現愈佳。 七、台北縣國小教師之專業認同與社區意識能對專業表現做有效的預測，以 「意識型態」層面解釋力最大 八、依據本研究發現與結論，提出下列建議： （一）對教育行政機關之建議 1.落實相關法令規章與考核獎勵制度，鼓勵學校運用社區資源充實教 學內涵，發展學校本位課程。 2.鼓勵在職進修，增進教師專業學習。 3.重視社區總體營造，推動有利於學習的社區環境。 4.研擬相關辦法與獎勵制度，鼓勵教師住進學區內。 （二）對學校單位之建議 1.加強宣導與獎勵，激勵教師士氣，提昇教師專業形象。 2.藉由社區參與，促進學校社區化，社區學校化。 3.激發校務參與意願，提昇教師校務執行力。 （三）對國小教師之建議 1.發揮教師專業精神，加強專業學習與發展。 2.善用社區資源，豐富教學內容，提升教學效能。 3.教師應多參與校務經營工作，建立生命共同體的觀念 | zh_TW |
| dc.description.abstract | The Research on Professional Identity, Community Consciousness and Professional Performance of the Elementary School Teachers in Taipei County By Huang,Li-Ching Abstract The purpose of this research is to investigate the relationships among the professional identity, community consciousness and the professional performance of Taipei County elementary school teachers and analyze the variants based on their various backgrounds. The questionnaire survey was conducted with stratified random sampling techniques, using “The general status on professional identity, community consciousness and professional performance of the elementary school teachers in Taipei County questionnaire survey.” The main population of the survey is the elementary school teachers in Taipei County, which was composed 546 teachers from 46 different schools. The return rate is 94.1 % and the effective survey is 541, which is 99.61% useable rate. The data collected is processed with descriptive statistics, t-test, one-way ANOVA, Pearson’s product moment correlation, and stepwise multiple regression. The conclusions of this research were as followed: 1.The outcome of the professional identify, community consciousness and professional performance is great. 2.The current status of professional identity is different based on the age and on if the teachers live in the school districts. 3.The current status of the community consciousness is different based on the age, the length of working, current working positions, school sizes and if the teachers live in the school districts. 4.The current status of the professional performance is the age, the length of working, educational background, current working positions and if the teachers live in the school districts. 5.The more the professional identity the teachers have, the better their professional performance is. 6.The higher the community consciousness the teachers have, the better their professional performance is. 7.In terms of the professional identity and the community consciousness, “ideology” is the most effective factor to anticipate the elementary school teachers’ professional performance. 8.According to the conclusions of this research, some suggestions are as follows: a.For educational administrative authority: （1）Carry out related regulations as well as evaluation and rewarding systems to encourage schools to use the community resources as teaching materials and develop their own school-based curriculum. （2）Encourage on-job training to facilitate teachers’ learning on their professional areas. （3）Be more attentive to community development to build up a learning environment. （4）Draft a plan and rewarding systems to encourage teachers to live within the school districts. b.For school’s administrative organizations: （1）Strengthen the guidance and the rewards to boost teachers’ morale and to make better teachers’ professional image. （2）With the involvements of community, promote the idea of a school-based community and a community-based school. （3）Facilitate the willingness to participate in school affairs and promote their execution. c.For elementary school teachers: （1）Enhance teachers’ self-learning on their professional areas. （2）Make good use of community resources to enrich teaching content as well as to elevate teaching effectiveness. （3）Teachers should participate in the school administrative work more to form the sense of unity at school. | en_US |
| dc.description.sponsorship | 社會教育學系 | zh_TW |
| dc.identifier | GN0095023102 | |
| dc.identifier.uri | http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0095023102%22.&%22.id.& | |
| dc.identifier.uri | http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92278 | |
| dc.language | 中文 | |
| dc.subject | 專業認同 | zh_TW |
| dc.subject | 社區意識 | zh_TW |
| dc.subject | 專業表現 | zh_TW |
| dc.subject | professional identity | en_US |
| dc.subject | community consciousness | en_US |
| dc.subject | professional performance | en_US |
| dc.title | 台北縣國民小學教師專業認同、社區意識與專業表現之研究 | zh_TW |
| dc.title | The Research on Professional Identity, Community Consciousness and Professional | en_US |