國小實習教師的角色知覺、工作投入與專業成長之因果關係研究

Date
2011-12-??
Authors
吳和堂
鍾明翰
Ho-TangWu
Ming-Han Chung
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國立臺灣師範大學教育心理學系
Department of Educational Psychology, NTNU
Abstract
本研究旨在探討國小實習教師的角色知覺、工作投入與專業成長三者的現況、相關與因果關係。經用自編的國小實習教師角色知覺、工作投入與專業成長問卷,共施測256位國小實習教師,經描述性統計、積差相關與結構方程模式等統計,分析後發現:國小實習教師在整體角色知覺、工作投入、專業成長上都達中等以上程度,三者彼此之間也都有顯著的正相關。在因果關係方面,本研究發現角色知覺是透過工作投入,來影響專業成長。依據發現,首先,建議國小實習教師要更積極與正向地深入認識教師角色。其次,建議實習教師工作投入應更積極。最後,建議在未來研究上增加角色知覺、工作投入的層面,以找出更多影響國小實習教師專業成長的因素。
This study aims at examining the statuses and relationships among role perception, vocational commitment, and professionalgrowth of grade school intern teachers. A survey designed by the authors were administered to 256 interns. Data wereanalyzed using descriptive statistics and structural equation modeling (SEM). Results indicated that (a) interns scored in themiddle range on their levels of role perception, vocational commitment, and professional growth, and there is a significantpositive correlation among the three variables. Meanwhile, the effect of role oerceotion on professional growth is mediatedby vocational commitment. Several suggestions are offered based on the results. First, intern teachers in grade school need todevelop more positive appraisal of professional role. Second, intern teachers need to develop stronger commitment to thevocation. Future research should focus more on the contributions of role perception and vocational commitment to teachers'professional development.
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