建構優質實習輔導情境與認可教師職級制度相關因素之探討

Abstract

本研究旨在探討中小學教師建構優質實習輔導情境與認可教師職級制度之相關因素。透過問卷，調查675名中小學教師的看法。問卷結果以SPSS套裝程式進行描述統計、因素分析、t考驗、單因子變異數分析及多元逐步迴歸預測等進行分析。研究結果發現教師具備研究所學歷，十年以上之任教年資，而且曾經擔任實習輔導教師四年以上經驗者，表現出較為肯定與支持建構優質的實習輔導情境與認可教師職級制度等相關因素。此外，也發現同意評量輔導教師的成效、甄選實習輔導教師的條件、樂於接受評量及進行反省思考、認可教師職級制度等因素，對於建構優質的實習輔導情境，均具有預測效果。但其中評量輔導教師的成效，所能發揮的影響力稍嫌偏低。綜合整體建構優質實習輔導情境之逐步分析結果，可以推論結合實習輔導，與認可教師職級制度等相關因素，確實對於建構優質實習輔導情境有影響力存在。

The purpose of this study was to explore the relationship between the need to improve the teacher internship program and support for the teaching career-ladder, which itself depends on the mentoring of interns. The questionnaire was designed to investigate teachers' opinions on these two issues; the participants were 675 elementary, junior high, and senior high school teachers. The main findings are as follows: (1) Teachers who have master degrees, have taught for more than 10 years, and have served as mentors for more than 4 years show more agreement, both about improving the teacher internship program and about supporting the teacher career-ladder; (2) Such factors as willingness to be evaluated when mentoring teacher interns, acceptance the selection criteria of mentors for teacher interns, willingness to be evaluated and to reflect on one's classroom teaching, and approval of the teaching career-ladder can significantly predict the improvement of the teacher internship program. It is concluded that these findings can serve as an ideal reference index for educational policy in the promoting of an effective teacher internship program and an acceptable teaching career-ladder system.