臺北市立國中英語領域召集人課程領導與教師專業成長關係之研究
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2016
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Abstract
本研究旨在探討臺北市立國中英語領域召集人課程領導與教師專業成長現況及關聯性。首先瞭解英語領域召集人與教師對於召集人進行課程領導之覺知，接著探究英語領域召集人與教師對於教師專業成長之覺知，最後分析英語領域召集人與教師對於召集人的課程領導與教師專業成長之關聯性。本研究採問卷調查法，以臺北市立國民中學(含完全中學)英語科教師為研究對象，採全面性普查，共計發出 533份問卷，回收有效樣本為411 份，可用率達 77.1%。本研究使用的工具為自編之「臺北市立國中英語領域召集人課程領導與教師專業成長調查問卷」，所得資料以描述統計、單因子變異數分析、t考驗、皮爾遜積差相關分析及典型相關分析等統計方法進行資料解析，並詳加討論。歸納本研究之結論如下：
一、英語領域召集人致力於實踐學校願景與課程目標以及參與學校課程決策。
二、臺北市立國中英語科教師對於教學知能相關的教師專業成長活動體悟深刻。
三、英語領域召集人領導教師實踐學校願景、課程目標以及統整和教師相關的資源有助提升教師學科知能的成長。
最後依據研究結論提出具體建議，以供台北市教育局、學校行政單位及後續研究者參考。
This study aimed to explore the current statuses of curriculum leadership of English learning areas leaders and professional development of teachers in Taipei municipal junior high schools and the relationship between them. This study first focused on learning more about the perception of English learning area leaders and teachers regarding leaders’ curriculum leadership. Then, this study examined their perception regarding leaders' implementation of professional development activities for teachers. Lastly, this study analyzed the relationship between the perceived curriculum leadership of English learning area leaders and the professional development of teachers. This study adopted the questionnaire survey method, with the research subjects being the English teachers in Taipei municipal junior high schools (including integrated secondary school). It was a general survey with 533 questionnaires issued. 411 valid retrieved questionnaires were valid. The valid response rate was 77.1%.The tool used in this study was the self-designed “Questionnaire for Curriculum Leadership of English Learning Area Leaders and the Professional Development of Teachers in”. The data obtained from the questionnaires were analyzed using statistical methods such as descriptive statistics, ANOVA, t-test, Pearson product-moment correlation analysis, and canonical analysis. The analysis results were discussed in details. The findings of this study were summarized into the conclusions below: 1. English learning area leaders were devoted to implementing of school vision and course goal and participating in school course decisions. 2. English teachers in Taipei municipal junior high schools experienced deeply related to professional development of teachers about competence of teaching competence. 3. English learning area leaders led teachers to implement of school vision and course goal and to integrate resource provision so that the competence of subject taught would be grown. Lastly, this study proposed some specific suggestions based on these research conclusions, as a reference for the Department of Education, Taipei City Government, school administrative units, and future researchers.
This study aimed to explore the current statuses of curriculum leadership of English learning areas leaders and professional development of teachers in Taipei municipal junior high schools and the relationship between them. This study first focused on learning more about the perception of English learning area leaders and teachers regarding leaders’ curriculum leadership. Then, this study examined their perception regarding leaders' implementation of professional development activities for teachers. Lastly, this study analyzed the relationship between the perceived curriculum leadership of English learning area leaders and the professional development of teachers. This study adopted the questionnaire survey method, with the research subjects being the English teachers in Taipei municipal junior high schools (including integrated secondary school). It was a general survey with 533 questionnaires issued. 411 valid retrieved questionnaires were valid. The valid response rate was 77.1%.The tool used in this study was the self-designed “Questionnaire for Curriculum Leadership of English Learning Area Leaders and the Professional Development of Teachers in”. The data obtained from the questionnaires were analyzed using statistical methods such as descriptive statistics, ANOVA, t-test, Pearson product-moment correlation analysis, and canonical analysis. The analysis results were discussed in details. The findings of this study were summarized into the conclusions below: 1. English learning area leaders were devoted to implementing of school vision and course goal and participating in school course decisions. 2. English teachers in Taipei municipal junior high schools experienced deeply related to professional development of teachers about competence of teaching competence. 3. English learning area leaders led teachers to implement of school vision and course goal and to integrate resource provision so that the competence of subject taught would be grown. Lastly, this study proposed some specific suggestions based on these research conclusions, as a reference for the Department of Education, Taipei City Government, school administrative units, and future researchers.
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領域召集人, 課程領導, 教師專業成長, Learning area leaders, Curriculum leadership, Professional development of teachers