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題名:高級職業學校專業科目教師專業成長及其相關因素之研究
作者:陳德欣
校院名稱:國立臺灣師範大學
系所名稱:工業教育研究所
指導教授:莊謙本
江文雄
學位類別:博士
出版日期:2001
主題關鍵詞:高職專業科目教師專業成長教師專業成長related subjects teachers in vocational high schoolsprofessional growthteachers professional growth.
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摘要
本研究的主要目的在於探討我國高級職業學校專業科目教師專業成長現況、需求及其相關的因素。為達成研究目的,首先經由文獻分析,探討有關教師專業成長的相關文獻,藉以建構理論基礎,接著並採用問卷調查法,進行本研究實徵部份的資料蒐集。本研究的有效樣本為我國高級職業學校的1071位專業科目教師。使用的研究工具包括:(一)教師個人資料調查表;(二)研究者修訂的「教師生涯發展量表」;(三)教師專業成長現況、需求量表;(四)教師專業成長可行措施調查表;(五)教師專業成長可能阻礙調查表等五種。資料分析採用次數分配、百分比、平均數、標準差、 t檢定、多變項變異數分析、多元逐步迴歸、典型相關等統計方法。
經由資料統計分析後,本研究獲致如下之發現:
一、我國高職專業科目教師的專業成長現況,因不同的層面而異,惟整體而言,不論是現況總層面或各層面皆小於選項「符合」程度(平均數小於4.00)值得關注。
二、我國高職專業科目教師的專業成長需求,因不同的層面而異,惟整體而言,不論是需求總層面或各層面,都顯示出有接近選項「符合」程度或以上的需求,值得重視。
三、教師個人背景變項、生涯發展變項的十三個自變項皆在教師專業成長現況上達顯著性差異(α=.05),亦即不同性別、年齡、任教年資、擔任職務、任教類別、教育背景、學校性質、任教職志、適應探索、學習成長、專業成熟、穩定停滯、挫折衰退之高職專業科目教師,其在專業成長現況層面上有顯著的不同。
四、教師個人背景變項、生涯發展變項的十三個自變項有十一個變項在教師專業成長需求上達顯著性差異(α=.05),亦即不同性別、任教年資、擔任職務、任教類別、教育背景、學校性質、任教職志、學習成長、專業成熟、穩定停滯、挫折衰退之高職專業科目教師,其在專業成長需求層面上有顯著的不同。
五、教師專業成長需求與現況差距方面,以「教育新知」、「專家角色」、「教學理論實踐」、「人文素養」、「人際溝通」、「學校行政」、「學生輔導」、「班級經營」、「實習場所規劃管理」等層面的落差較大,值得關注。
六、整體而言,教師背景變項、生涯發展變項能有效預測教師專業成長現況、需求層面,預測變項在預測不同的專業成長現況、需求層面時,其預測力亦不相同。惟生涯發展變項有較佳的預測力,而個人背景變項的預測力則較弱。
七、教師生涯發展變項係透過四組典型變項,對於教師專業成長現況總變異的解釋量為21.26%;而教師生涯發展變項亦透過二組典型變項,對於教師專業成長需求總變異的解釋量為17.32%。由此可知,教師生涯發展變項與教師專業成長現況、需求有密切關聯。由此亦可瞭解,影響教師專業成長現況、需求的因素,教師的生涯發展變項可說是重要的因素之一。
八、我國高職專業科目教師對專業成長的可行措施,因層面的不同而異,惟大致而言,都能針對不同的專業成長需求層面,提出不同的可行措施以促進專業成長。
九、我國高職專業科目教師對參與專業成長活動時可能遭遇的阻礙因素,大致而言,以進修機會不多為最,其次為學校工作繁重,個人的時間不易安排。
最後,針對研究發現與結論,本研究分別就教師本身、學校與教育行政單位以及後續研究者提出相關建議事項,俾供參考。
關鍵詞:高職專業科目教師、專業成長、教師專業成長
ABSTRACT
The purposes of this study were to explore the current status, needs of professional growth and related factors for the related subjects teachers in vocational senior high schools in Taiwan.
Firstly, the related literatures were reviewed to establish the theoretical framework. Then the questionnaire survey was conducted for collecting data. The sampled subjects were 1071 related subjects teachers drawn from all vocational senior high schools in Taiwan. The content of questionnaire composed of teachers’ background, career development, professional growth, implementation strategies of teachers’ professional growth and potential obstacles of teachers’ professional growth. The data were analyzed by frequency, percentile, mean, standard deviation, t-test, MANOVA, stepwise regression, and canonical correlation analysis.
The conclusions of this study were as follows:
1. As a whole, the current status level of professional growth for related subjects teachers is with a low inclination, which mean value is lower than 4.00.
2. But the teachers’ needs for professional growth are above moderate level.
3. The current status of teachers professional growth appeared significant differences among the following teachers’ background variables and career development variables: gender, age, year of service, job category, subject field, educational background, characteristic of schools, career objective, adaptation and exploration, learning and growing, profession mature, stable or stagnant, and frustration condition.
4. The needs of teachers professional growth appeared significant differences among the following eleven background variables and teacher career development variables: gender, year of service, job category, subject field, educational background, characteristic of schools, career objective, learning and growing, profession mature, stable or stagnant, and frustration condition.
5.With regard to the differences in the status and needs for professional growth, it is worth to note that significant gaps exist in areas such as new knowledge in education, role of expert, practice of educational theories, awareness of humanity, interpersonal communication, school administration, student counseling, class management and workshop management.
6.The background variables of teachers and career development variables could be used to predict their professional growth. And the career development variables were more effective than personal backgrounds in predicting personal professional growth.
7.The influential weight of career development to professional growth is about 21.26% with four groups of variables. And the needs of professional growth were influenced by two groups of variables of career development in the rate of 17.32%. It is shown that the career development is closely related to the professional growth.
8.Related subjects teachers have different opinions on feasible strategies to grow individual competence. Generally speaking, sampled objects in this study have diverse minds for their individual professional growth.
9.In terms of the possible obstacles being faced by the professional subjects teachers in vocational senior high schools, most participants in this study pointed out that there was little opportunity for advanced learning. The heavy workload on campus and the difficulty of time allotment were other two influential factors to hinder their professional growth.
Finally, some recommendations for vocational teachers, school administration, education authorities, and further study were suggested.
Key words: related subjects teachers in vocational high schools, professional growth, teachers professional growth.
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三、日文部份
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