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題名:國小教師專業發展知能、專業發展需求、專業發展困境與專業發展滿意度徑路模式之建構及驗證
作者:黃昭勳
作者(外文):HUANG,CHAO-HSUN
校院名稱:國立高雄師範大學
系所名稱:教育學系
指導教授:黃文三
學位類別:博士
出版日期:2017
主題關鍵詞:專業發展知能專業發展需求專業發展困境專業發展滿意度結構方程模式professional development knowledgeprofessional development needsprofessional development dilemmaprofessional development satisfactionstructural equation modeling
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本研究主要之目的在建構國小教師專業發展知能、專業發展需求、專業發展困境與專業發展滿意度之徑路關係,並驗證其適切性。本研究採用問卷調查法,先抽取180位國小教師為預試樣本,進行量表信、效度分析,再以500位現職國小教師做為研究之正式樣本,分析不同背景變項在各研究變項之差異、建構徑路模式並驗證其適切性。研究者使用「國小教師專業發展知能量表」、「國小教師專業發展需求量表」、「國小教師專業發展困境量表」及「國小教師專業發展滿意度量表」蒐集資料。調查所得資料運用探索性因素分析、驗證性因素分析、單因子多變量變異數分析及結構方程模式等統計方法進行考驗。據此驗證專業發展知能、專業發展需求、專業發展困境與專業發展滿意度等潛在變項之因素結構及關係,並分析不同背景變項的國小教師在專業發展知能、專業發展需求、專業發展困境與專業發展滿意度上的差異,最後建構四個潛在變項之徑路模式。本研究之結論如下:
一、國小教師專業發展知能、專業發展需求、專業發展困境與專業發展滿意度之測量模式適切可用。
二、國小教師專業發展知能、專業發展需求、專業發展困境與專業發展滿意度之現況屬中上程度。
三、國小教師專業發展知能會因「年齡」、「教學年資」及「學校規模」的不同而有顯著差異。
四、國小教師專業發展需求會因「年齡」、「教學年資」及「學校規模」的不同而有顯著差異。
五、國小教師專業發展困境會因「年齡」、「教學年資」及「學校規模」的不同而有顯著差異。
六、國小教師專業發展滿意度會因「年齡」、「教學年資」及「學校規模」的不同而有顯著差異。
七、國小教師的專業發展知能會透過專業發展需求與專業發展困境之序列中介效果影響專業發展滿意度。
最後本研究根據上述結論,提出建議,以供教師、學校行政、師資培育機構與教育主管機關以及後續研究之參考。
The purpose of this study is to explore the path model among the professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction of elementary school teachers. Furthermore, the study verifies the relevance of the model.
A questionnaire survey is conducted in this study. The first data obtained from 180 teachers are employed to test the reliability and validity of all the scales. The second data from 500 teachers are meant to explore the differences among demographic variables and professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction; in addition, they are used to construct the path model.
The samples are collected and analyzed with instruments, including“Professional Development Knowledge Scale”, “Professional Development Needs Scale”, “Professional Development Dilemma Scale” and “Professional Development Satisfaction Scale”. Data obtained from the survey is analyzed by exploratory factor analysis (EFA), confirmatory factor analysis (CFA), one-way MANOVA and structural equation modeling (SEM).
The major conclusions of the research are as follows:
1. Data-model fitted well in measurement models for the scales of elementary school teachers’ professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction.
2. The current situation of the professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction of elementary school teachers were above the medium level.
3. The elementary school teachers’ professional development knowledge differs according to “age”, “seniority” and “school scale”.
4. The elementary school teachers’ professional development needs differ according to “age”, “seniority” and “school scale”.
5. The elementary school teachers’ professional development dilemma differs according to “age”, “seniority” and “school scale”.
6. The elementary school teachers’ professional development satisfaction differs according to “age”, “seniority” and “school scale”.
7. The relationship between professional development knowledge and professional development satisfaction of elementary school teachers is mediated entirely by professional development needs and professional development dilemma. Furthermore, the model is stable among different samples.
According to the findings and conclusions, the study proposes the suggestions for elementary school teachers, school administrative offices, teacher-cultivated institutes, education administrative institutes and future researches.
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