桃園市國民中學雙語教育學校行政支持與教師教學實踐之研究

Abstract

本研究旨在探討國中雙語教師對行政支持之知覺，並分析其與教學實踐之間的關聯，並透過質性資料探究教師在行政支持與雙語教學實踐歷程中所面臨的困境與實務觀點，進一步呈現其對政策推動之期待與建議。研究採調查研究法，以桃園市公立國中（含完全中學國中部）之雙語課程教師為對象，透過量化問卷及開放式問題蒐集資料，分別進行量化統計分析與質性主題分析。 本研究共調查52所學校，將問卷發放給各校所有雙語教師，總計發放問卷288份，實際回收265份。經剔除無效問卷11份後，獲得有效問卷254份，有效問卷回收率為88.19%。量化資料分析涵括描述性統計、變異數分析與多元迴歸分析。 主要研究發現如下： 壹、教師普遍肯定行政支持，其中以情感性支持評分最高，對教學穩定性具正向影響。 貳、教學實踐以教學前準備投入程度最高，其次為教學後評量、省思與調整，教學中執行投入相對最低。 參、教師之職務與聘任性質對行政支持知覺與教學實踐具顯著影響，代理教師表現積極，導師支持感較低。 肆、參與教師專業社群有助於強化行政支持感與教學自信，進而提升教學實踐品質。 伍、偏遠與小型學校面臨教學資源不足與支持系統薄弱等挑戰，教師教學實踐平均數略低，亟需更多關注與資源挹注。 陸、學校行政支持與教師教學實踐整體及各構面間皆呈高度正相關。 柒、行政支持對教師教學實踐具有顯著正向預測力，其中以情感性支持的影響最為顯著。 捌、教師期盼雙語政策更貼近教學現場，增強資源彈性與支持系統，以回應實務需求。 本研究據此提出對雙語教育推動之實務與政策建議，供教育主管機關、學校行政單位、雙語教師與未來研究參考。 關鍵字：雙語教育、行政支持、教學實踐、國中教師、教育政策This study aims to explore junior high school bilingual teachers’ perceptions of administrative support and examine its relationship with their teaching practices. Additionally, it investigates the challenges teachers face and their practical perspectives during the implementation of administrative support and bilingual instruction, highlighting their expectations and suggestions for future policy development. Utilizing a survey research method, the study targeted bilingual curriculum teachers in public junior high schools (including the junior high divisions of complete secondary schools) in Taoyuan City. Data were collected through quantitative questionnaires and open-ended questions, and analyzed using statistical methods and thematic qualitative analysis.A total of 52 schools participated in the study, with 288 questionnaires distributed to all bilingual teachers. Of the 265 questionnaires returned, 254 were valid after eliminating 11 invalid responses, resulting in an effective response rate of 88.19%. Quantitative analyses included descriptive statistics, analysis of variance (ANOVA), and multiple regression analysis.The key findings are as follows:1. Teachers generally affirmed the presence of administrative support, with emotional support rated the highest and positively influencing teaching stability.2. Among the dimensions of teaching practice, teachers invested the most effort in pre-teaching preparation, followed by post-teaching assessment and reflection, while in-class instructional execution received the least investment.3. Teachers’ roles and employment types significantly affected their perceived administrative support and teaching practices; substitute teachers demonstrated high engagement, while homeroom teachers reported lower perceived support.4. Participation in professional learning communities helped strengthen perceived support and teaching confidence, thereby enhancing the quality of teaching practice.5. Teachers in remote and small-sized schools faced challenges such as limited teaching resources and weak support systems. Their average teaching practice scores were slightly lower, indicating a need for greater attention and resource allocation.6. A strong positive correlation was found between administrative support and teaching practice, both overall and across individual dimensions.7. Administrative support significantly predicted teachers’ teaching practices, with emotional support emerging as the strongest predictor.8. Teachers expressed a desire for bilingual policies that better align with real-world classroom contexts, offering more flexible support and responsive resources to meet practical needs.Based on the above findings, this study proposes practical and policy recommendations for the advancement of bilingual education, providing references for educational authorities, school administrators, bilingual teachers, and future research.Keywords: bilingual education, administrative support, teaching practices, junior high school teachers, education policy