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題名:國民小學組織倫理氣氛、教師專業倫理知覺與教師專業倫理踐行之研究
作者:陳世穎
作者(外文):Sying-Ying Chen
校院名稱:國立嘉義大學
系所名稱:國民教育研究所
指導教授:吳金香
學位類別:博士
出版日期:2009
主題關鍵詞:組織倫理氣氛教師專業倫理教師專業倫理踐行ethical climateteachers’ ethical practiceteachers’ professional ethics
原始連結:連回原系統網址new window
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本研究旨在探討國民小學組織倫理氣氛、教師專業倫理知覺與教師專業倫理踐行之關係,採用調查研究法,以研究者自編之問卷為研究工具,有效回收問卷數552份,有效回收率為76%。本研究獲致以下結論:1.國民小學教師普遍對學校組織倫理氣氛、教師專業倫理知覺與踐行有積極且正向的看法。2.服務於中小型學校、女性以及資深教師對學校組織倫理氣氛知覺、教師專業倫理知覺以及教師專業倫理踐行較為積極正向。3.國民小學組織倫理氣氛與教師專業倫理知覺有相互依存的關係。4.國民小學組織倫理氣氛愈佳、或教師專業倫理知覺愈高,則教師專業倫理踐行也相對愈佳。5.本研究建構之結構方程模式顯示本研究具有推論性。
依據上述的結論,研究者試提以下建議,供學校實務管理參考:1.營造遵守法律規範、學校規則以及關懷與慈愛的學校組織倫理氣氛。2.避免產生謀求自身的利益為主的學校組織倫理氣氛。3.善用資深教師對學校組織倫理氣氛的影響。4.加強大型學校教師以及新任對學校組織倫理氣氛的認同。5.制定學校教師專業倫理準則,詳載於教師聘約中。6.強化男性教師、新任教師以及大型學校教師對教師專業倫理的認同。7.培育教師專業倫理種子教師,促進教師專業倫理之實踐與力行。
This study is intended to explore the relationships among the school ethical climate, teachers’ perception and practice of professional ethics in elementary schools. The research developed a theoretically grounded new research questionnaire and produced 552 valid samples with 76% valid percentage. The results reveal that the school ethical climate, teachers’ perception and practice of professional ethics are now generally considered positive and constructive by the teachers in the elementary schools, especially by female teachers, senior teachers, or teachers in small schools. The interdependent relationship between school ethical climate and teachers’ perception of professional ethics is also observed. And the practice of professional ethics has better performance with the stronger elementary school ethical climate and the greater perception of teachers' professional ethics. The analysis results of the relationships among school ethical climate, teachers’ perception and practice of professional ethics are in good agreement with the developed theory mode, consequently implicating the generalizability of this study.
Based on the above conclusions, there are several suggestions presented for the practice in school:
(1) create an elementary school ethical climate of care, love, and discipline obeying laws and school rules; (2) avoid the ethical climate in which members only consider self-benefits; (3)well apply the influence of senior teachers on school ethical climate; (4) reinforce new teachers' or large school teachers' identification of school ethical climate; (5)formulate the code of professional ethics for teachers, included in teacher's contract; (6) reinforce male teachers' or large school teachers' identification of teachers' professional ethics; (7)train the seed teachers of teachers' professional ethics to improve the practice of teachers' professional ethics.
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