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題名:高中教師教學風格與教學效能之研究─以教師專業發展為中介變項、學校組織文化為調節變項
作者:邱憲義
作者(外文):Chiou, Shian-Yih
校院名稱:國立臺南大學
系所名稱:教育學系教育經營與管理碩博士班
指導教授:蕭佳純
學位類別:博士
出版日期:2018
主題關鍵詞:教師教學風格教師專業發展教師教學效能學校組織文化teachers’ teaching stylesteachers' professional developmentsteachers' teaching effectivenessorganizational cultures of schools
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本研究主要是以教師個體層次之教學風格、教師專業發展與學校層次之組織文化為自變項,綜合探討兩者對教師教學效能的影響,除了了解教師教學風格與學校組織文化對教師教學效能的直接效果外,更分析學校組織文化的調節效果以及教師專業發展的中介效果。在研究方法上,使用自編之「教師教學風格、教師專業發展、學校組織文化與教學效能關係之研究問卷」為研究工具,以臺中市30所高中共400位教師為研究對象進行問卷調查,並運用階層線性模式(HLM)來分析學校層次與教師層次間各變項的關係。研究結果發現,教師教學風格對於教師教學效能各構面均有直接正向的影響存在;教師教學風格對於教師專業發展各構面都有直接正向的影響存在;而教師專業發展對於教師教學效能各構面也有直接正向的影響存在;再者,教師教學風格則會透過教師專業發展不同的中介效果對教師教學效能產生間接影響;此外,學校組織文化對於教師教學效能具有影響存在,而學校組織文化在教師教學風格與教師教學效能間也具有調節效果。由研究結果可知,學校應該要強化高中教師對於教師教學風格的認知,更要重視教師的專業發展,以及塑造優質的學校組織文化,藉以提升教師的教學效能。最後,本研究根據研究發現,分別對教育機構、高中學校行政、教師以及未來研究提出相關建議,以供後續研究之參考。
This study involved using teaching styles, professional developments of teachers and organizational cultures of schools as independent variables and investigating the effects on teachers' teaching effectiveness. Additional analysis was conducted regarding the moderating effects of organizational cultures of schools as well as the mediating effects of teachers' professional developments. A total of 400 teachers at 30 high schools in Taichung City were investigated through teacher self-assessment; the employed questionnaires covered teaching styles, professional developments, organizational cultures of schools, and teachers' teaching effectiveness four subscales. Also, hierarchical linear model (HLM) was used to analyze the relationships among the variables. Teaching styles exert effects on the dimensions of teachers' teaching effectiveness; teaching styles exert effects on the dimensions of teachers' professional developments; teachers' professional developments exert effects on the dimensions of teachers' teaching effectiveness. Besides, teaching styles have indirect effects on teachers' teaching effectiveness through the different mediating effects of teachers' professional developments. Furthermore, organizational cultures of schools have effects on teachers' teaching effectiveness; organizational cultures of schools serve as the moderator between teaching styles and teachers' teaching effectiveness. From the research results, we can see that schools should strengthen high school teachers' cognition of teachers' teaching style, attach more importance to the professional development of teachers and create a good school organizational culture so as to enhance teachers' teaching effectiveness. Based on the findings, this study proposes some suggestions to the educational authorities, high schools, teachers and further future study.
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