國中自然與生活科技教師課程領導、組織承諾和教學校能關係之研究
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Date
2011-01-01
Authors
陳玫良
李隆盛
Journal Title
Journal ISSN
Volume Title
Publisher
中華民國科學教育學會
Abstract
教師課程領導、組織承諾以及教學效能之間的關係在某些學科或學習領域曾被探究，但在國中自然與生活科技學習領域則仍待了解。本研究旨在分析國中自然與生活科技學習領域教師課程領導、組織承諾以及教學效能之間的關係。透過問卷調查289名國中自然與生活科技教師，結果如下：（1）教師在課程領導、組織承諾、教學效能整體表現良好，以專業自信及尊重、義務內化、學科教學能力三構面為最佳；（2）男性教師在課程領導、組織承諾及教學效能顯著高於女性教師；在組織承諾方面，大型學校教師顯著高於中型學校、職務專任教師顯著高於兼導師教師；（3）教師課程領導、組織承諾及教學效能三者呈現正相關；（4）義務內化、專業成長、和專業自信及尊重三構面，可有效預測教學效能；（5）教師組織承諾對課程領導及教學效能有顯著之中介效果，課程領導可透過組織承諾影響教學效能。
The relationships between teacher’s curriculum leadership, organizational commitment, and teaching effectiveness have been investigated in some subjects or learning areas, but not in the emerging Science and Technology (S&T) learning area. The purpose of this study was to examine the relationships between curriculum leadership, organizational commitment and teaching effectiveness of the S&T teachers in junior high schools. As a result of a questionnaire survey which had 289 S&T teacher respondents, the following conclusions are drawn: (1) S&T teachers demonstrate good curriculum leadership, organizational commitment, and teaching effectiveness, overall. Especially, they own very good self-confidence and self-respect, internalization obligation as well as subject teaching ability. (2) Male teachers’ curriculum leadership, organizational commitment and teaching effectiveness are higher than those of female teachers. In addition, the organizational commitment of teachers in larger schools is higher than that of the teachers in smaller schools. The organizational commitment of the teachers not serving as a class tutor is higher than that of the teachers serving as a class tutor. (3) There is a positive relationship between teachers’ curriculum leadership, organizational commitment and teaching effectiveness. (4) Teachers’ teaching effectiveness can be effectively predicted by teachers’ internalization obligation, professional development as well as self-confidence and self-respect. (5) Teachers’ organizational commitment can serve as mediator between teachers’ curriculum leadership and teaching effectiveness. That is, curriculum leadership can affect teaching effectiveness via organizational commitment.
The relationships between teacher’s curriculum leadership, organizational commitment, and teaching effectiveness have been investigated in some subjects or learning areas, but not in the emerging Science and Technology (S&T) learning area. The purpose of this study was to examine the relationships between curriculum leadership, organizational commitment and teaching effectiveness of the S&T teachers in junior high schools. As a result of a questionnaire survey which had 289 S&T teacher respondents, the following conclusions are drawn: (1) S&T teachers demonstrate good curriculum leadership, organizational commitment, and teaching effectiveness, overall. Especially, they own very good self-confidence and self-respect, internalization obligation as well as subject teaching ability. (2) Male teachers’ curriculum leadership, organizational commitment and teaching effectiveness are higher than those of female teachers. In addition, the organizational commitment of teachers in larger schools is higher than that of the teachers in smaller schools. The organizational commitment of the teachers not serving as a class tutor is higher than that of the teachers serving as a class tutor. (3) There is a positive relationship between teachers’ curriculum leadership, organizational commitment and teaching effectiveness. (4) Teachers’ teaching effectiveness can be effectively predicted by teachers’ internalization obligation, professional development as well as self-confidence and self-respect. (5) Teachers’ organizational commitment can serve as mediator between teachers’ curriculum leadership and teaching effectiveness. That is, curriculum leadership can affect teaching effectiveness via organizational commitment.