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題名:我國高級中等學校教師與直屬處室主任關係品質、職場自尊、團體凝聚力與教學效能關聯性之研究
作者:張彩珠
作者(外文):Chang, Tsai-Chu
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2016
主題關鍵詞:關係品質職場自尊團體凝聚力教學效能relationship qualityorganization-based self-esteemgroup cohesionteaching effectiveness
原始連結:連回原系統網址new window
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本研究旨在探討我國高級中等學校教師與直屬處室主任關係品質、職場自尊、團體凝聚力與教學效能之關係。本研究採用調查研究法,研究對象為台灣地區287所公私立高級中等學校教師,採分層隨機抽樣方式抽取50校,共計發出1,500份問卷,回收有效問卷1279份,回收率為85.26%。蒐集的資料以描述性統計、相關、迴歸及階層線性模式等統計方法進行分析。研究結果顯示:一、我國高級中等學教師與直屬處室主任關係品質、職場自尊、團體凝聚力對教學效能的表現屬中上水準;二、高級中等學校教師與直屬處室主任關係品質、職場自尊、團體凝聚力對教學效能有顯著正向影響;三、職場自尊在教師與直屬處室主任關係品質與教學效能之間具有部分中介效果;四、團體凝聚力在教師與直屬處室主任關係品質與教學效能具有正向干擾效果。最後,本研究依據研究結果,針對教育行政機關、學校、教師及未來研究,提出相關建議。
The study aimed to investigate the relationships among teacher-office directors’ relationship quality, teachers’ organization-based self-esteem, group cohesion at schools, and teachers’ teaching effectiveness. Questionnaire survey research was adapted in this study. The subjects was to the senior high school teachers of 287 public and private senior high schools in Taiwan. A total of 1,500 questionnaires were sending to a randomly sampled 50 schools. Among these, 1,279 valid questionnaires were received. The return rate was 85.26%. Data was analyzed by SPSS using such statistical methods as descriptive statistics, Pearson correlation analysis, regression analysis and hierarchical linear model. The results were indicateed: 1.The degree of teacher-office directors’ relationship quality, teachers’ organization-based self-esteem, and group cohesion at schools were above medium level of the senior high school in Taiwan. 2.Teacher-office directors’ relationship quality, teachers’ organization-based self-esteem, and group cohesion at schools there were significant positive impact teachers’ teaching effectiveness. 3.Teachers’ organization-based self-esteem was partial mediating effect between teacher-office directors’ relationship quality and teachers’ teaching effectiveness. 4.Group cohesion at schools was positive moderating effect between teacher-office directors’ relationship quality and teachers’ teaching effectiveness. Finally, according to the results of empirical study the suggestions for education practices, schools, teachers and future research were proposed.
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