國中教師參與專業學習社群之行為意向--以計畫行為理論為例

Abstract

本研究採問卷調查法，以「計畫行為理論」為例來分析影響國中教師參與專業學習社群行為意向的因素。研究工具是研究者自編之「影響國中教師參與專業學習社群之調查問卷」。以臺北市公立國民中學教師為研究對象，發出正式問卷720份，最後收回627份有效問卷。以描述統計、t考驗、單因子變異數分析、皮爾遜積差相關、多元迴歸等方式進行統計分析，得出研究結果如下: 一、國中教師參與專業學習社群的現況屬於中上程度 二、不同背景變項的教師在參與教師專業學習社群各層面有所差異 (一)不同「性別」教師在態度與行為意向層面有顯著差異。 (二)不同「年齡」教師在主觀規範、知覺行為控制及行為意向層面有顯著差異。 (三)不同「學歷」教師在知覺行為控制層面有顯著差異。 (四)不同「現任職務」教師在主觀規範及行為意向層面有顯著差異。 (五)不同「教學年資」教師在主觀規範及行為意向層面有顯著差異。 (六)不同「任教領域」教師在行為意向層面有顯著差異。 (七)不同「專業學習社群參與經驗」教師在主觀規範、知覺行為控制及行為意向等層面有顯著差異。 三、國中教師參與教師專業學習社群「態度」、「主觀規範」、「知覺行為控制」與「行為意向」間具有顯著相關。 四、國中教師參與教師專業學習社群的「態度」、「主觀規範」、「知覺行為控制」對「行為意向」之聯合預測變異量的達17.6%。其中以「主觀規範」最高，「態度」次之，最後是「知覺行為控制」。 最後，本研究針對國中教師、學校行政、教育主管機關與未來研究提出數點建議，以供參考。 關鍵字：國中教師、計畫行為理論、專業學習社群From the perspective of Theory of Planned Behavior, the research analyzed the factors influencing the behavioral intention of junior high school teachers’ participation in professional learning communities with questionnaire survey. The researcher applied a questionnaire named “The Questionnaire on the Behavior Intention of Junior High School Teachers’ Participation in Professional Learning Communities” as the instrument to the study. The subjects were public junior high school teachers in Taipei City. There were 627 valid responses collected from 720 questionnaires. The collected data was analyzed by descriptive statistics, t-test, one-way ANOVA, Person correlation analysis, and multiple regressions. The results of the study were as following: I.The current situation of teachers’ participation in professional learning communities of junior high schools in Taipei City was “medium-high level.” II.There were significant differences in the aspects of teachers’ participation in professional learning communities among backgrounds variables of junior high school teachers. 1. There were significant differences in terms of attitude and behavioral intention among teachers with different “gender”. 2. There were significant differences in terms of subjective norm, perceived behavioral control, and behavioral intention among teachers with different “age”. 3. There were significant differences in term of perceived behavioral control among teachers with different “educational degree.” 4. There were significant differences in terms of subjective norm and behavioral intention among teachers with different “current position.” 5. There were significant differences in terms of subjective norm and behavioral intention among teachers with different “teaching seniority.” 6. There were significant differences in term of behavioral intention among teachers with different “teaching fields.” 7. There were significant differences in terms of subjective norm, perceived behavioral control, and behavioral intention among teachers with different “experiences of participating professional learning communities.” III. Significantly positive correlation existed among “attitude”, “subjective norm”, “perceived behavioral control”, and “behavioral intention” of junior high school teachers’ participation in professional learning communities. IV. The TPB model was found significant by regression analysis, which interprets the variance of 17.6% of behavioral intention. Attitude, subjective norm, and perceived behavioral control can positively predict behavior intention. Subjective norm was the strongest predictor. And attitude was better than perceived behavioral control. Finally, based on the conclusion, the present study proposed some suggestions for junior high teachers, junior high schools, educational administration institutions, and future studies, respectively. Key words: junior high school teachers, Theory of Planned Behavior, professional learning community