台北縣中小學教師自我導向學習傾向與教學效能關係之研究
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2006
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論文名稱：台北縣中小學教師自我導向學習傾向與教學效能關係之研究
指導教授：柯正峯教授
學生：黃玉茹
中 文 摘 要
本研究旨在探討中小學教師自我導向學習傾向與教學效能的實際情形，並分析兩者之間的關係。研究目的包含對中小學教師自我導向學習傾向與教學效能的現況了解﹔分析影響中小學教師在自我導向學習傾向與教學效能之相關因素﹔並探討中小學教師自我導向學習傾向與教學效能之關係，再根據研究結果提出建議，以作為教育行政機關、學校、中小學教師及後續研究者之參考。
為達上述之目的，以文獻探討為理論基礎，編製「中小學教師自我導向學習傾向與教學效能問卷」，以郵寄問卷調查法分層隨機抽取台北縣中小學教師，共發出800份，回收712份，有效問卷為712份，有效樣本回收率為89 ﹪。再經統計方法分析，歸納所得結果，獲得以下五點結論：
一、中小學教師自我導向學習傾向甚高；且以「學習動機」表現最佳，「自我覺察」次之，而以「獨立學習」略顯缺乏
二、中小學教師教學效能大致良好，且以「教學技巧與策略」表現最佳，「教學自我效能信念」次之，而以「學生學習成果評量」方面顯待加強
三、不同年齡、任教年資、擔任職務及學校所在地之中小學教師，在自我導向學習傾向上有明顯差異
四、不同性別、學校級別及學校規模之中小學教師，在自我導向學習傾向上並無明顯差異
五、不同年齡、任教年資及擔任職務之中小學教師，在教學效能上有明顯差異
六、不同性別、學校級別、學校規模及學校所在地之中小學教師，在教學效能上並無明顯差異
七、中小學教師自我導向學習傾向與教學效能呈高度正相關，即自我導向學習傾向愈高，其教學效能亦愈高
根據以上結論，本研究提出以下建議：
一、 對教育行政機關之建議
(一) 規劃教學所需專業知識之相關進修活動
(二) 廣開進修管道與建立專業資源網站
(三) 加強行政配合與獎勵制度，並建立教師學習輔導諮詢中心
(四) 縮短城鄉差距及補助教育文化不利地區
二、 對學校之建議
(一) 建構民主開放的學習資源與環境
(二) 鼓勵形成學習型團隊，定期舉辦教學研討及讀書會
(三) 鼓勵教師使用網際資源進修及舉辦各項網路資源相關研習課程
(四) 加強行政配合教學之理念，營造開放的學校學習組織氣氛
三、 對中小學教師之建議
(一) 透過研究進修與主動積極學習，以培養教師自我導向學習能力
(二) 落實終身學習與積極充實教學知能，以提昇教學專業能力
(三) 利用行政機關與學校資源，以擴展教師專業表現
(四) 透過經驗傳承、提攜後進與教學相長，以發揮教師更高教學效能
四、 對未來研究者之建議
分別就研究對象、研究變項及研究工具上提出對未來研究者研究之建議參考
關鍵詞：自我導向學習傾向、教學效能
A Research of the self-directed Learning Tendency and Teaching effectiveness among Middle and Elementary School Teachers in Taipei County Advisor: Professor Cheng-feng Ke Researcher: Ju-ru Huang Abstract The study emphasizes on discussion the actual situation in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, and to analyze the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers. Research objectives include understanding the present state in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, analyzing the related factors of influencing the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, discussing the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, and then based on results, presenting suggestions to educational administration organizations, schools, middle and elementary school teachers and succeeding researchers for references. For achieving the above objectives, the research designs “questionnaires of the self-directed learning tendency and teaching effectiveness for middle and elementary school teachers” by theoretical basis in discussing related literatures. Using mail questionnaire survey, the research selects middle and elementary school teachers in Taipei County by layer random sampling. Totals are 800 questionnaires distributed, 712 feedback and 712 valid questionnaires. The effective sample feedback rate is 89%. After statistics analysis, there are five concluded results as followings: 1. Middle and elementary school teachers have a very high self-directed learning tendency. Teachers show best in “learning motivation”, followed by “self cognition” and lack of “independent learning”. 2. The overall teaching effectiveness is good among middle and elementary school teachers. The “teaching skills and strategies” shows the best, followed by “teaching self-effectiveness belief”, and “student’s learning performance evaluation” needed to be strengthened. 3. Middle and elementary school teachers in different ages, teaching years, job functions and school locations have significant differences of the self-directed learning tendency. 4. Middle and elementary school teachers in different ages, teaching years and job functions have significant differences of the teaching effectiveness. 5. There is a significant positive correlation between the self-directed learning tendency and teaching effectiveness in middle and elementary school teachers. The higher self-directed learning tendency is, the higher teaching effectiveness will be. The research proposes following suggestions based on conclusions above: 1. Suggestions to educational administration organizations (1) Plan correlated and advanced study activities of specialized knowledge needed in teaching. (2) Develop advance study channels and establish professional resource websites. (3) Enhance the administrative coordination and incentive system, and establish a teacher learning and counseling consultation center. (4) Shorten the urban and rural disparity as well as subsidy educational and cultural disadvantage areas. 2. Suggestions to schools (1) Establish study resources and environments in an open and democratic way. (2) Encourage to form a study team, and hold teaching workshops and study groups periodically. (3) Encourage teachers to use web resources for advancing study and hold correlated web resources workshops. (4) Enhance administration in coordination with teaching opinions, and build an open atmosphere in school study organizations. 3. Suggestions to middle and elementary school teachers (1) Foster teachers’ self-directed learning abilities by advanced researches as well as active and positive learning. (2) Carry out the lifelong study as well as active and enriched teaching knowledge to promote specialized teaching abilities. (3) Utilize resources of administrative organizations and schools to expand teachers’ professional performances. (4) Display teachers’ higher teaching effectiveness by accepting experiences, supporting less advanced, and benefiting from teaching and learning. 4. Suggestions to succeeding researchers Propose referable research suggestions to succeeding researchers by research objects, variances and tools separately. Key words: self-directed learning tendency, teaching effectiveness
A Research of the self-directed Learning Tendency and Teaching effectiveness among Middle and Elementary School Teachers in Taipei County Advisor: Professor Cheng-feng Ke Researcher: Ju-ru Huang Abstract The study emphasizes on discussion the actual situation in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, and to analyze the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers. Research objectives include understanding the present state in the self-directed learning tendency and teaching effectiveness of middle and elementary school teachers, analyzing the related factors of influencing the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, discussing the relationship between the self-directed learning tendency and teaching effectiveness among middle and elementary school teachers, and then based on results, presenting suggestions to educational administration organizations, schools, middle and elementary school teachers and succeeding researchers for references. For achieving the above objectives, the research designs “questionnaires of the self-directed learning tendency and teaching effectiveness for middle and elementary school teachers” by theoretical basis in discussing related literatures. Using mail questionnaire survey, the research selects middle and elementary school teachers in Taipei County by layer random sampling. Totals are 800 questionnaires distributed, 712 feedback and 712 valid questionnaires. The effective sample feedback rate is 89%. After statistics analysis, there are five concluded results as followings: 1. Middle and elementary school teachers have a very high self-directed learning tendency. Teachers show best in “learning motivation”, followed by “self cognition” and lack of “independent learning”. 2. The overall teaching effectiveness is good among middle and elementary school teachers. The “teaching skills and strategies” shows the best, followed by “teaching self-effectiveness belief”, and “student’s learning performance evaluation” needed to be strengthened. 3. Middle and elementary school teachers in different ages, teaching years, job functions and school locations have significant differences of the self-directed learning tendency. 4. Middle and elementary school teachers in different ages, teaching years and job functions have significant differences of the teaching effectiveness. 5. There is a significant positive correlation between the self-directed learning tendency and teaching effectiveness in middle and elementary school teachers. The higher self-directed learning tendency is, the higher teaching effectiveness will be. The research proposes following suggestions based on conclusions above: 1. Suggestions to educational administration organizations (1) Plan correlated and advanced study activities of specialized knowledge needed in teaching. (2) Develop advance study channels and establish professional resource websites. (3) Enhance the administrative coordination and incentive system, and establish a teacher learning and counseling consultation center. (4) Shorten the urban and rural disparity as well as subsidy educational and cultural disadvantage areas. 2. Suggestions to schools (1) Establish study resources and environments in an open and democratic way. (2) Encourage to form a study team, and hold teaching workshops and study groups periodically. (3) Encourage teachers to use web resources for advancing study and hold correlated web resources workshops. (4) Enhance administration in coordination with teaching opinions, and build an open atmosphere in school study organizations. 3. Suggestions to middle and elementary school teachers (1) Foster teachers’ self-directed learning abilities by advanced researches as well as active and positive learning. (2) Carry out the lifelong study as well as active and enriched teaching knowledge to promote specialized teaching abilities. (3) Utilize resources of administrative organizations and schools to expand teachers’ professional performances. (4) Display teachers’ higher teaching effectiveness by accepting experiences, supporting less advanced, and benefiting from teaching and learning. 4. Suggestions to succeeding researchers Propose referable research suggestions to succeeding researchers by research objects, variances and tools separately. Key words: self-directed learning tendency, teaching effectiveness
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自我導向學習傾向, 教學效能, self-directed learning tendency, teaching effectiveness