高職綜合職能科教師專業承諾與教學效能關係之研究
Abstract
本研究主要在探討高職綜合職能科教師專業承諾與教學效能之相關，並分析不同背景變項高職綜合職能科教師專業承諾與教學效能之差異情形。
本研究採用調查法進行，以「高職綜合職能科教師專業承諾與教學效能關係之研究調查問卷」為研究工具。針對99學年度任教於公、私立高中職綜合職能科之教師為研究對象，共發出453份問卷，有效問卷回收391份，有效回收率86%。透過百分比、次數分配、平均數、標準差、單一樣本t檢定、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元逐步迴歸分析等統計方法分析討論後，本研究獲致以下結論。
高職綜合職能科教師具有良好的專業承諾，其中以「專業認同」表現最佳。其次，高職綜合職能科教師具有良好的教學效能，其中以「多元有效教學技術」表現最佳。另外，高職綜合職能科教師在「專業承諾」方面，不因背景變項不同，而有所差異。然而，高職綜合職能科教師在「教學效能」方面，會因學歷、特教背景、特教年資、特教教師資格及學校類型不同，而有所差異。此外，高職綜合職能科教師專業承諾與教學效能呈現高程度正相關，並且高職綜合職能科教師專業承諾能有效影響其教學效能，其中又以「工作投入」最有助於預測教學效能。
The purpose of this research was to investigate the correlations between professional commitment and teaching effectiveness of the Special Education teachers in vocational high schools. The differences between a teacher's professional commitment and teaching effectiveness basing on dissimilar background variables have been to analyze. This study was conducted by questionnaire to assess the relationship between professional commitment and teaching effectiveness of the Special Education teachers in vocational high schools. The population included teachers of Special Education in vocational high schools in 2010 all over the country. 391 effective copies among the 453 questionnaires released with the valid recovery rate of 86%. Several main conclusions were discussed from the data analysis by means of the following nine statistic methods, including percentile, frequency, average, standard deviation, one sample t-test, independent-sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. Firstly, Special Education teachers in vocational high schools showed high degree of professional commitment; especially in "professional identification" was the highest. Secondly, Special Education teachers in vocational high schools also showed high degree of teaching effectiveness, with the highest in "multiple effective teaching skills". Moreover, there was no significant difference between dissimilar background variables and the professional commitment of Special Education teachers in vocational high schools. However, the teaching effectiveness had statistically differences according to the teacher's academic degree, educational background, service accumulated years in Special Education, the teachers with Special Education certification, and school type. Besides, it showed high-positive correlation between the professional commitment and teaching effectiveness of Special Education teachers in vocational high schools. And the most influential variable among the "professional commitment" of Special Education teachers in vocational high schools was "involvement", which most effectively predicted one's teaching effectiveness.
The purpose of this research was to investigate the correlations between professional commitment and teaching effectiveness of the Special Education teachers in vocational high schools. The differences between a teacher's professional commitment and teaching effectiveness basing on dissimilar background variables have been to analyze. This study was conducted by questionnaire to assess the relationship between professional commitment and teaching effectiveness of the Special Education teachers in vocational high schools. The population included teachers of Special Education in vocational high schools in 2010 all over the country. 391 effective copies among the 453 questionnaires released with the valid recovery rate of 86%. Several main conclusions were discussed from the data analysis by means of the following nine statistic methods, including percentile, frequency, average, standard deviation, one sample t-test, independent-sample t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. Firstly, Special Education teachers in vocational high schools showed high degree of professional commitment; especially in "professional identification" was the highest. Secondly, Special Education teachers in vocational high schools also showed high degree of teaching effectiveness, with the highest in "multiple effective teaching skills". Moreover, there was no significant difference between dissimilar background variables and the professional commitment of Special Education teachers in vocational high schools. However, the teaching effectiveness had statistically differences according to the teacher's academic degree, educational background, service accumulated years in Special Education, the teachers with Special Education certification, and school type. Besides, it showed high-positive correlation between the professional commitment and teaching effectiveness of Special Education teachers in vocational high schools. And the most influential variable among the "professional commitment" of Special Education teachers in vocational high schools was "involvement", which most effectively predicted one's teaching effectiveness.
Description
Keywords
綜合職能科教師, 專業承諾, 教學效能, Special Education teachers in vocational high schools, professional commitment, teaching effectiveness