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研究生:吳佩軒
研究生(外文):WU, PEI-HSUAN
論文名稱:教師進修動機、專業知能成長與教學效能關係之研究-以屏東縣高中職教師參加108課綱相關研習為例
論文名稱(外文):A Study of the Relation between Teachers’ Motivation to Participate in Teacher Training, Professional Growth and Teaching Effectiveness: Taking the Teachers from Pingtung County High School (Vocational) Participate in Curriculum Guidelines of 12-Year Basic Education Workshop as an Example
指導教授:李銘義李銘義引用關係
指導教授(外文):LI, MING-YI
口試委員:簡福成陳新豐
口試委員(外文):JIAN, FU-CHENGCHEN, SHIN-FENG
口試日期:2023-07-04
學位類別:碩士
校院名稱:國立屏東大學
系所名稱:教育行政研究所教育行政碩士在職專班
學門:教育學門
學類:教育行政學類
論文種類:學術論文
論文出版年:2023
畢業學年度:111
語文別:中文
論文頁數:97
中文關鍵詞:高中職教師教師進修動機專業知能成長教學效能
外文關鍵詞:Teacher from High School (Vocational)Teachers’Motivation to Participate in Teacher TrainingProfessional GrowthTeaching Effectiveness
相關次數:
  • 被引用被引用:1
  • 點閱點閱:128
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  • 下載下載:50
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  從108年起,教育部開始施行十二年國民基本教育課程綱要,以積極培養學生具備素養為核心價值,期待學生能成為自動自發的終生學習者,而教師面臨課綱改變連帶會改變原有教學方式,為使教師能更完善掌握新課綱的精隨,各縣市政府積極辦理相關研習,而教師在於參與進修這件事所表現出來的樣態往往不如預期美好,為了解研習能為教師帶來多少正面影響,本研究以屏東縣高中職教師為研究對象,探討教師參與研習之進修動機、專業知能成長與教學效能之關係。
  本研究採用問卷調查法,透過即時通信平台及電子信箱方式傳送google線上表單連結使教師於線上即能填答問卷,線上傳送表單連結後,以學校為單位致電至學校懇請教師填答並轉發問卷,共計發放310份正式問卷,回收239份,回收率達77%。
  本研究以描述性統計、獨立樣本t檢定、單因子變異數分析及皮爾森積差相關分析等統計方法加以分析,研究結果發現:年輕教師參與進修動機高於年長教師;資歷淺之教師進修動機高於資歷深之教師;正職教師之參與進修動機高於代理/代課教師;資歷深之教師專業知能成長高於資歷淺之教師;教師進修動機、專業知能成長與教學效能互為相關。根據上述結論,本研究提出相關建議,以作為教育單位、教師及未來研究之參據。
  Since 2019, the Ministry of Education has been implementing the 12-Year Basic Education Curriculum Guidelines, aiming to actively cultivate students' core values and competencies, with the expectation that students can become self-directed lifelong learners. As a result of the curriculum changes, teachers are also required to adjust their teaching methods. To help teachers better grasp the essence of the new curriculum, various local governments have actively organized relevant training workshops. However, teachers' participation in professional development often falls short of expectations. In order to understand the positive impact of professional development on teachers, this study focuses on high school and vocational school teachers in Pingtung County, investigating the relationship between teachers' motivation for participating in professional development, professional knowledge growth, and teaching effectiveness.
  This study employed a questionnaire survey method. The online Google Forms were sent to teachers through instant messaging platforms and email, enabling them to fill out the questionnaire online. After sending the online form links, contacted on a school-by-school basis individually and sincerely requested them to complete and forward the questionnaire. A total of 310 formal questionnaires were distributed, and 239 were collected, with a response rate of 77%.
  This study employed descriptive statistics, independent sample t-tests, one-way ANOVA, and Pearson product-moment correlation coefficient to analyze the data. The research findings revealed that: younger teachers have higher motivation for professional development than older teachers; teachers with less experience show higher motivation for professional development compared to those with more experience; full-time teachers have higher motivation for professional development than substitute/temporary teachers; teachers with more experience demonstrate higher professional knowledge growth compared to those with less experience; there is a mutual correlation between teachers' motivation for professional development, professional knowledge growth, and teaching effectiveness. Based on the above conclusions, this study proposes relevant recommendations as a reference for educational institutions, teachers, and future research.
摘要 i
Abstract iii
目次 v
圖次 vii
表次 ix

第一章 緒論 1
 第一節 研究動機 1
 第二節 研究目的 4
 第三節 名詞釋義 4
 第四節 研究範圍及限制 7
第二章 文獻探討 9
 第一節 教師進修動機 9
 第二節 專業知能成長 16
 第三節 教學效能 20
 第四節 相關研究 24
第三章 研究設計與實施 27
 第一節 研究架構與假設 27
 第二節 研究對象與抽樣方法 29
 第三節 研究方法與工具 29
 第四節 研究流程 47
 第五節 資料處理 48
第四章 研究結果分析與討論 49
 第一節 教師進修動機、專業知能成長與教學效能之現況分析 49
 第二節 不同背景變項之教師進修動機各層面之差異分析 52
 第三節 教師進修動機對專業知能成長之相關性分析 63
 第四節 教師進修動機對教學效能之相關性分析 64
 第五節 專業知能成長對教學效能之相關性分析 65
第五章 結論與建議 67
 第一節 結論 67
 第二節 建議 69
參考文獻 71
 一、中文部分 71
 二、英文部分 76
附錄 79
 附錄一 屏東縣高中職教師參加108課綱研習教師進修動機、專業知能成長與教學效能關係之調查問卷【專家審視】 79
 附錄二 屏東縣高中職教師參加108課綱研習教師進修動機、專業知能成長與教學效能關係之調查問卷 91
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