桃園地區高職教師對學校專業發展環境營造知覺之研究

Abstract

本研究旨在瞭解桃園地區高職教師對學校專業發展環境營造知覺的情形，並探討不同個人背景因素對於學校專業發展環境營造知覺上之差異，以教師之個人背景變項為自變項，學校行政支援、鼓勵專業對話、團隊合作學習與學校學習氛圍為依變項，進一步分析不同背景的高職教師在學校教學環境上，對學校專業發展環境營造知覺的差異情形。 本研究採問卷調查法，為達研究目的，首先經由文獻探討所得之理論架構發展調查問卷，針對桃園地區六所之高職校名學校教師，共610名專任教師，按比例分層隨機抽樣460位，受調查之有效樣本共計411 位，有效問卷回收率為89.3%，並輔以描述性統計、t 考驗、單因子變異數分析等方法進行資料處理與分析。 對於研究結果加以討論後，獲得九點結論，本研究另針對學校行政主管及學校教師提出七點建議，供相關人士參考，並針對研究對象、方法、研究變項等方面歸納出三點建議，以供後續研究參考。

The purpose of this study is to explore the vocational high school teachers’ professional development environmental perceptions on different backgrounds, faculty support, professional dialogue, cooperative learning and campus atmosphere. This study was proposed utilizing the questionnaire method. To achieve this study purpose was the collection of the relevant background with regard to the school teaching environment and professional development environmental construction. The literature gathered established the framework of the research. The population of the investigation was 610 full-time teachers from vocational high schools in Taoyuan area. 460, drawn by proportional stratified cluster sampling by the effective sample of the survey a total of 411, and the valid response rate was 89.3%. The data collected was analyzed using the statistics methods, including descriptive analysis, t-test, one-way ANOVA, and Pearson product-moment correlation. The 9 conclusions drawn from statistic findings, based on the findings, 7 suggestions were provided for the authorities and the academia organizations as references. Finally, for those researchers who would be interested in this field, 3 recommendations in subjects, variables, methods, mailed survey and instruments were proposed for reference.