教師專業成長、進修需求與教學效能感之研究－以台北市公立國民中學綜合活動學習領域教師為對象
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2003
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本研究旨在探討國民中學綜合活動學習領域教師專業成長、教學效能感的現況與相關性，以及教師在專業進修的現況及其需求，以提供相關單位辦理或改進國中綜合活動領域教師專業成長及提升教師教學效能感之參考。本研究採用文獻分析、問卷調查方式進行研究，研究對象以台北市公立國民中學91學年度任教七年級綜合活動學習領域課程教師為主，共抽取200位教師作為研究樣本，回收問卷為190份，剔除填答不完全之問卷，得有效問卷184份。調查結果以次數分配、平均數、標準差、t考驗、單因子變異數分析、皮爾遜積差相關等統計分析法，進行資料處理分析，獲致以下結論：
一、國民中學綜合活動學習領域教師在整體專業成長的情形尚佳，就專業成長各層面而言，以專業態度的現況最佳。
二、國民中學綜合活動領域教師專業成長現況因性別及最高學歷不同而有顯著差異。
三、國民中學綜合活動學習領域教師在整體教學效能感的情形尚佳，就教學效能感各層面而言，以教學評量的現況最佳。
四、國民中學綜合活動領域教師教學效能現況因任教年資、最高學歷及服務學校曾否參與九年一貫試辦不同而有顯著差異。
五、國民中學綜合活動學習領域教師在專業進修之意願、時間、管道、方式及內容需求方面：
1.教師參加專業進修之意願相當高。
2.時間不適宜是影響教師參加專業進修活動的主要因素。
3.教師最希望參加專業進修活動之時段為「領域共同時間」、「寒暑假」
4.教師最希望參加「教師研習機構」及「自己服務學校」所舉辦的專業進修活動。
5.進修方式：國中綜合活動學習領域教師經常參加的專業進修活動為「參加短期研討或講習」，其次為「教學研究會」及「參加系列課程研習或成長工作坊」。
6.認為最有助益的專業進修活動方式依序為「參加系列課程研習或成長工作坊」、「教學觀摩」及「教學研究會」。
7.進修內容的需求：認為目前最需要充實的綜合活動學習領域課程之內容依序為「童軍知能」、「教學方法與活動設計」及「輔導知能」。
六、國民中學綜合活動學習領域教師專業成長與教學效能感有顯著正相關。
根據本研究結論，提出下列幾點建議：
一、對教育主管機關的建議
1. 鼓勵國中綜合活動領域教師在職進修，積極參與專業成長活動，以提昇其教學效能感
2. 規劃符合教師需求之專業進修活動
（1）在時段上：應充分利用領域共同時間及寒暑假，辦理各種專業進修活動。
（2）在管道上：應以「學校本位教師進修」為主要考量，由教師自己服務的學校為辦理專業進修活動的單位，以方便教師參與專業進修課程。但亦應整合教師研習機構及師資培育機構之各項資源，以協助學校辦理專業進修活動。
（3）在進修方式上：在規劃教師專業進修活動方式時，應以參加系列課程研習或成長工作坊、教學觀摩、教學研究會等列入優先考慮。
（4）在進修內容的需求上：在規劃教師專業進修活動內容時，應以教師最感需求之童軍知能、教學方法與活動設計、輔導知能等優先納入專業進修的課程。
二、對國民中學的建議
1. 加強資淺教師的班級經營能力，以提昇其教學效能感
2. 考量教師性別、任教年資、最高學歷、有無試辦經驗及專業進修的需求情形，設計合宜的進修課程
3. 專業進修可採以學校本位研習之模式
三、對綜合活動學習領域教師之建議
1. 利用各種專業進修或成長的管道，積極追求專業成長以提昇其教學效能感
2. 加強教師自我反思的能力
The purposes of this study were to investigate the current status of teachers’ professional growth, teaching efficacy, and needs of inservice education among junior high school integrative activity teachers in Taipei City. Additionally, this study also explored the relationship between these teachers’ professional growth and teaching efficacy. Literature-review and questionnaire-survey were employed in this research. The content of the questionnaire composed of teachers’ background variables, professional growth, needs of inservice education, and teaching efficacy. Two hundred participants were randomly selected among teachers teaching grade seven integrative activity from Taipei city public junior high school. One hundred and eighty four out of the 190 questionnaires returned were usable. The data collected were subjected to statistical analyses using frequency, means, standard deviations, t-test, one-way ANOVA, and Pearson’s product-moment correlation. The main findings were as follows: 1. The professional growth of the junior high school integrative activity teachers was above average. Their professional attitude was the best among the four dimensions of professional growth investigated. 2. The teaching efficacy of junior high school integrative activity teachers was above the average. Their perceived efficacy in teaching evaluation was the best among the four dimensions of teaching efficacy investigated. 3. The current status of teachers’ professional growth was significantly different among the following teachers’ background variables: gender and education. 4. The current status of teaching efficacy was significantly different among the following teachers’ background variables: years of teaching experience, education, and the school’s past experience of participating in the grade 1-9 curriculum experiment. 5. Findings concerning the willingness, time, channels, methods and contents of the junior high school integrative activity teachers to pursue “professional growth” indicated: (1) Most junior high school integrative activity teachers were willing to go on with their inservice education (2) The biggest obstacle for them to participate in inservice education was schedule problem. (3) The best time for them to participate in inservice education was the subject committee’s common preparation time and summer or winter break. (4) Teachers’ institute of inservice education was considered to be the greatest channel to pursue inservice education. (5) Many junior high school integrative activity teachers considered systematic curriculum and workshop to be the most beneficial. (6) With regard to the content for professional growth, scout knowledge, teaching method and activity planning, and consulting knowledge were considered to be most necessary. 6. Teachers’ professional growth was significantly correlated with their teaching efficacy. Based on the research findings, recommendations for the educational administrative authorities, school administrators, junior high school integrative activity teachers, and future research were proposed.
The purposes of this study were to investigate the current status of teachers’ professional growth, teaching efficacy, and needs of inservice education among junior high school integrative activity teachers in Taipei City. Additionally, this study also explored the relationship between these teachers’ professional growth and teaching efficacy. Literature-review and questionnaire-survey were employed in this research. The content of the questionnaire composed of teachers’ background variables, professional growth, needs of inservice education, and teaching efficacy. Two hundred participants were randomly selected among teachers teaching grade seven integrative activity from Taipei city public junior high school. One hundred and eighty four out of the 190 questionnaires returned were usable. The data collected were subjected to statistical analyses using frequency, means, standard deviations, t-test, one-way ANOVA, and Pearson’s product-moment correlation. The main findings were as follows: 1. The professional growth of the junior high school integrative activity teachers was above average. Their professional attitude was the best among the four dimensions of professional growth investigated. 2. The teaching efficacy of junior high school integrative activity teachers was above the average. Their perceived efficacy in teaching evaluation was the best among the four dimensions of teaching efficacy investigated. 3. The current status of teachers’ professional growth was significantly different among the following teachers’ background variables: gender and education. 4. The current status of teaching efficacy was significantly different among the following teachers’ background variables: years of teaching experience, education, and the school’s past experience of participating in the grade 1-9 curriculum experiment. 5. Findings concerning the willingness, time, channels, methods and contents of the junior high school integrative activity teachers to pursue “professional growth” indicated: (1) Most junior high school integrative activity teachers were willing to go on with their inservice education (2) The biggest obstacle for them to participate in inservice education was schedule problem. (3) The best time for them to participate in inservice education was the subject committee’s common preparation time and summer or winter break. (4) Teachers’ institute of inservice education was considered to be the greatest channel to pursue inservice education. (5) Many junior high school integrative activity teachers considered systematic curriculum and workshop to be the most beneficial. (6) With regard to the content for professional growth, scout knowledge, teaching method and activity planning, and consulting knowledge were considered to be most necessary. 6. Teachers’ professional growth was significantly correlated with their teaching efficacy. Based on the research findings, recommendations for the educational administrative authorities, school administrators, junior high school integrative activity teachers, and future research were proposed.
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綜合活動學習領域, 專業成長, 專業進修, 教學效能感, integrative activities, professional growth, needs of professional growth, teaching efficacy