國民小學教師參與專業學習社群對教學創新與教學效能之影響

Abstract

本研究旨在研究國小教師參與專業學習社群對教學創新與教學效能之影響，並探討(一)了解國小教師參與專業學習社群之現況。探討(二)探討不同背景的教師在教師專業學習社群之差異。探討(三) 探討不同背景的教師在教學創新之差異。探討(四)探討探討不同背景的教師在教學效能之差異。探討(五)教師專業學習社群與教學效能之關係。探討(六)了解教師專業學習社群對教學效能的預測力高低。本研究運用問卷調查法，取樣新北市、臺北市市國小教師，共300人為研究樣本，回收有效問卷283份，有效回收率94.3％。所採用的研究工具包括「個人基本資料」、「教師專業成長的方式」、「教師專業學習社群量」與「教學創新量表」及「教學效能量表」五部分。依據調查結果分別以描述性統計分析、t考驗、單因子變異數分析、皮爾森績差相關及多元逐步迴歸分析等統計方法進行分析。本研究發現如下：

一、國小教師參與「教師專業學習社群」不因年齡、職務及服務地區不同而有顯著差異。 二、不同性別、婚姻、服務年資、服務地區及學校規模的教師在「教師專業學習社群」上有顯著差異：女性教師高於男性教師；未婚教師高於已婚教師；服務年資5年以上的教師高於21年以上的教師；台北市的教師高於新北市的教師；學校規模24班以下的教師高於51班以上的教師。 三、國小教師的「教學創新」不因年齡、婚姻狀況、任教年資、擔任職務、服務地區及服務學校規模不同而有顯著差異。 四、不同性別、服務年資、服務地區、擔任職務及學校規模的教師在「教學效能」上有顯著差異：女性教師高於男性教師；未婚教師高於已婚教師；服務年資5年以上的教師高於21年以上的教師；台北市的教師高於新北市的教師；學校規模24班以下的教師高於51班以上的教師。 五、國小教師的「教學效能」不因年齡、婚姻、任教年資不同而有顯著差異。 六、教師專業學習社群與教學創新並無顯著相關。 七、教師專業學習社群與教師教學效能彼此之間存在有正相關。 八、教師專業學習社群對教師教學效能具有正向解釋力。

最後依據上述的研究結果，研究者提出建議，以供教育實務工作者及未來研究者之參考。

關鍵字：教師專業學習社群、教學創新、教學效能This study was designed to study elementary school teachers to participate in professional learning communities to influence teaching innovation and teaching effectiveness of and to explore (1) information on the current status of a small country of teacher professional learning communities. Discussion (2) teachers of different backgrounds to explore differences in professional learning communities of teachers. Discussion (3) teachers of different backgrounds to explore differences in teaching innovation. Discussion (4) explore the differences between teachers from different backgrounds to explore innovation in teaching. Discussion (5) the relationship between teachers' professional learning communities and the effectiveness of teaching. Discussion (6) for teachers' professional learning communities to predict the level of teaching effectiveness. In this study, questionnaire, sampling new Taipei City, Taipei City, State school teachers, a total of 300 man-made study sample. 284 valid questionnaires, the effective rate of 94.6%. Research tools used include "basic personal information", "teachers' professional development way", "the amount of teacher professional learning communities" and "Teaching Innovation Scale" and "Teaching Efficacy Scale" five parts. Based on the findings of descriptive statistical analysis, respectively, t test, one-way analysis of variance, Pearson underperformance related statistical methods and multiple regression analysis were analyzed. The study found the following : 1．The country's primary school teachers to participate in "professional learning community" not because of different ages, duties and service area and there are significant differences.

2．Gender, marital status, length of service, service area teachers and school size are at the "Teachers' Professional Learning Community" on significant differences: female teachers than male teachers; teachers is higher than unmarried married teacher; more than 5 years of years of service teachers more than 21 years higher than teachers; teachers is higher than the new Taipei Taipei teachers; teachers school class size of 24 or less is higher than the 51 or more classes of teachers.

3．The small country of teachers' teaching innovation "not because of age, marital status, teaching seniority, hold office, the different services and service area size of the school and there are significant differences.

4．Gender, length of service, service area, held positions of teachers and school size are significant differences in the "teaching effectiveness" on: female teachers than male teachers; teachers is higher than unmarried married teacher; years of service for more than 5 years teachers more than 21 years higher than teachers; teachers is higher than the new Taipei Taipei teachers; teachers school class size of 24 or less is higher than the 51 or more classes of teachers.

5．The small country teachers' teaching effectiveness "not because of age, marriage, taught different seniority have significant differences.

6．There is no significant correlation Teacher Professional Learning Community and Teaching Innovation.

7．The presence of each other Teacher Professional Learning Community and Teaching Efficacy positive correlation.

8．Teachers' professional learning communities of teachers teaching effectiveness has a positive explanatory power.

Finally, based on the above findings, the researchers recommend, for reference education practitioners and researchers of the future.

Keywords: teachers' professional learning communities, teaching innovation, teaching effectiveness