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題名:國民小學教師心智模式量表之編製及模式之驗證研究
作者:鮑世青
校院名稱:國立新竹教育大學
系所名稱:教育學系博士班
指導教授:李安明
學位類別:博士
出版日期:2012
主題關鍵詞:國民小學教師心智模式驗證性因素分析Elementary school teachersMental modelsConfirmatory factor analysis
原始連結:連回原系統網址new window
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本研究的目的在基於共同意識的基礎上,探討國民小學教師心智模式並發展心智模式量表。研究採取兩階段方式進行,首先採取質性分析,透過相關文獻探討、半結構式深度訪談,收集44位教師質性資料,藉分析其影響因素,做為第二階段量化研究發展量表依據。量化研究階段透過問卷抽樣收集資料,藉由統計分析,以檢證量表模式適配度並確立量表模式結構。
根據研究結果,本研究獲致以下結論:
一、影響國民小學教師心智模式形成的因素計有學習成長、批判思考、環境互動、專業歷練、角色扮演與工作體驗等六項經驗因素。
二、國民小學教師心智模式因素計有主觀的快樂、受信任的感受、控制的意圖、經驗的管理、受信任的需求、接受現實、群己關係感受、受尊重的感受與自我的視角等九項。
三、國民小學教師心智模量表具有良好的內在信度與效度,整體模式適配度良好。
四、國民小學教師心智模式因素反應呈現中上的水準。
五、國民小學教師心智模式因素以主觀的快樂、經驗的管理、受信任的需求與受尊重的感受呈現高的水準。
六、國民小學教師心智模式因素在性別、服務年資與擔任職務方面有顯著差異存在。
此外,本研究根據主要發現與研究結論,提出建議如下:
一、對實務的建議
(一)積極了解教師心智模式,有效回應教師心理需求,強調教師經驗的有效形塑與管理。
(二)教育行政領導需首重內部溝通,有效轉化教師心智模式為教育助力。
二、對未來研究的建議
(一)運用團隊研究方法,提昇研究資料豐富性。
(二)採取教師心智模式過程與變化的縱貫性研究設計。
(三)進行教師心智模式的跨文化測量恆等性探索。
The purpose of this thesis is based on using common consciousness to explore mental model of elementary school teachers in elementary education environment, and developing a scale for measuring it.
In order to extract factors affecting mental model of elementary school teachers, a two-stage research approach was adopted.
In the first stage, literature and related data were reviewed; in-depth interview and semi-structured questionnaire were used to collect data from 44 teachers with different years of experience and various positions. The collected data was used to develop a questionnaire used in the second stage.
In the second stage, a pretest of the questionnaire was conducted to eliminate inappropriate items, and exploratory factor analysis was performed. Then the final questionnaire was administered to collect data from 1197 teachers. Confirmatory factor analysis was performed on AMOS to test the goodness of fit, reliability, and validity of the questionnaire.
Based on the results, the research proposes the following conclusion:
1.According to the qualitative research data analysis and induction, 6 factors that influence the formation of mental model were found. These factors are “learning and growth experience”, “critical thinking experience”, “environment interaction experience”, “professional development experience”, “role-play experience” and “work experience”.
2. Nine factors in 35 items were found to affect mental model of elementary school teachers. These factors are “subjective happiness”, “feeling of being trusted”, “need to be in control”, “experience management”, “need to be trusted”, “acceptance of reality”, “relationship between self and group”, “feeling of being respected”, and “personal view”.
3. The analysis results suggested that the scale featured a high level of goodness of fit, reliability, and validity. Hence, the scale could be a reference or a tool for test mental model of elementary school teachers.
4.The overall level of elementary school teachers’ mental model factors are above average.
5.The performance of the level on “subjective happiness”, “experience management”, “need to be trusted” and “feeling of being respected” are the highest among all of the 9 factors.
6.Elementary school teachers’ mental model factors are varies with their gender, years of service and the positions.
According to the major findings and conclusions of the research, suggestions are offered for educational practice and further researchers’ reference.
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