政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/136010

政大典藏 > College of Education > Master of Education in School Administration > Theses > Item 140.119/136010

Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/136010

Title:	大學教師學術樂觀指標與權重體系建構之研究：模糊德懷術與層級分析法之應用 Research on the Construction of Indicators and Weight System of University Teachers’ Academic Optimism: An Application of Fuzzy Delphi Method and Analytic Hierarchy Process
Authors:	何麗君 Her, Lih-Jiun
Contributors:	張奕華 Chang, I-Hua 何麗君 Her, Lih-Jiun
Keywords:	大學教師學術樂觀指標建構模糊德懷術層級分析法 University teachers Academic optimism Indicators construction Fuzzy Delphi Method Analytic Hierarchy Process
Date:	2021
Issue Date:	2021-07-01 21:02:13 (UTC+8)
Abstract:	本研究旨在建構大學教師學術樂觀指標與權重體系，首先進行文獻探討，分析與歸納出大學教師學術樂觀之初擬指標；其次，再以專家審題問卷、模糊德懷術問卷以及層級分析相對權重問卷進行調查。本研究邀請14位具有教師學術樂觀理念或具有大學實務工作經驗之學者、專家為對象，透過專家意見修正指標，接續以模糊德懷術建立三角模糊數與解模糊化之方法，整合專家小組成員對指標重要性之看法並據以篩選指標；最後再以層級分析法求得各層面及其指標之相對權重，完成大學教師學術樂觀指標與權重體系之建構。根據研究之結果與分析，本研究歸納主要結論如次：一、本研究建構之大學教師學術樂觀指標，包含四個層面與24項指標。二、本研究建構之大學教師學術樂觀指標之四個層面，依其權重排序分別為「學術強調」（39.2％）、「教師效能」（33.9％）、「信任學生」（18.3％）、「信任教師同儕」（8.5％）。三、本研究建構之大學教師學術樂觀指標計24項，在「學術強調」層面首重「教師為學習困難的學生提供額外的指導」；在「教師效能」層面以「教師具有良好的教學技巧」最為重要；在「信任學生」層面以「教師相信學生可以實現教師所設定之學業目標」最為重要；在「信任教師同儕」層面最須重視「教師彼此相互信任」。最後，依據研究結果提出具體建議，以做為高等教育機構、大學教師以及後續研究者之參考。 The purpose of this study is to construct the indicators and weight system of university teachers’ academic optimism. Firstly, the researcher conducted the literature review, analyzes and summarizes the preliminary indicators of university teachers’ academic optimism; then the researcher conducted surveys with the expert questionnaires, the Fuzzy Delphi questionnaires, and hierarchical analysis relative weight questionnaires. This study invited 14 scholars and experts with academically optimistic ideas of teachers or practical work experience in universities to revise indicators through expert opinions, and continue to use the Fuzzy Delphi Method to construct triangular fuzzy numbers and defuzzification methods to integrate expert panel members’ views on the importance of indicators, and to select indicators based on them. The relative weight of each level and its indicators were obtained by the Analytic Hierarchy Process (AHP) to complete the construction of indicators and weight system of university teachers’ academic optimism. Based on the results and analysis of this study, the main conclusions were summarized as follows: 1.The indicators of university teachers’ academic optimism constructed in this study include four levels and twenty-four indicators. 2.The indicators and weight system of university teachers’ academic optimism include four levels. From the perspective of importance, the four levels are successively "academic emphasis" (39.2%), "teachers’ efficacy" (33.9%), "trust in students" (18.3%), and "trust in teacher peer" (8.5%). 3.In this study, twenty-four indicators of university teachers’ academic optimism were constructed. In terms of "academic emphasis", the first emphasis is on "Teachers provide additional guidance to students with learning difficulties". In terms of "teachers’ efficacy ", "Teachers have good teaching skills" is the priority. In terms of "trust in students", "Teachers believe that students can achieve the academic goals set by the teacher" is the most important. In terms of "trust in teacher peer", the most important thing is to pay attention to "Teachers trusting each other". Finally, specific suggestions were provided based on the results of this study to serve as references for higher education institutions, university teachers, and follow-up researchers.
Reference:	壹、中文部分王建祥（2013）。國民中學教師學術樂觀之指標建構及其現況調查之研究。國立政治大學學校行政碩士在職專班碩士論文，未出版，臺北市。吳政達（1999）。國民小學教師評鑑指標體系建構之研究。國立政治大學教育研究所博士論文，未出版，臺北市。吳政達（2008）。教育政策分析：概念、方法與應用。臺北市：高等教育。吳清山（2002）。當前教育改革的迷思與省思。學校行政，17，2-9。周新富（2006）。Coleman社會資本理論在臺灣地區的驗證：家庭、社會資本與學業成就之關係。當代教育研究，14(4)，1-28。林妍伶（2017）。創造教師學術樂觀，突破非理性信念。臺灣教育評論月刊，6(6)，90-100。林逸茜、袁宇熙、高曼婷（2018）。因應少子化高等教育人力資本之運用-退場大學教師轉銜安置機制之芻議。臺灣教育評論月刊，7(2)，132-147。洪瑞斌、李志鴻、周志明、劉兆明（2007）。從組織文化角度探究健康組織之意涵。應用心理研究，36，151-191。國家教育研究院（2012，10月）。模糊集合理論。取自http://terms.naer.edu.tw/detail/1679030/ 常雅珍、毛國楠（2006）。以正向心理學建構情意教育之行動研究。師大學報：教育類，51(2)，121-146。張奕華、許正妹、顏弘欽（2011）。「國民小學教師學術樂觀量表」之發展與衡量。測驗學刊，58，261-289。張紹勳（2012）。模糊多準則評估法及統計。臺北市：五南。曹新美、劉翔平（2008）。從習得無助、習得樂觀到積極心理學—Seligman對心理學發展的貢獻。心理科學進展，16(04)，562-566。郭昭佑（2001）。教育評鑑指標建構方法探究。國教學報，13，257-285。陳宇軒（2017）。桃園縣國民中學校長分布式領導、教師心理賦權與教師學術樂觀關係之研究。國立政治大學教育行政與政策研究所碩士論文，未出版，臺北市。陳俊瑋（2009）。台灣地區教師自我效能感研究之統合分析。彰化師大教育學報，15，41-64。陳郁雯（2017）。臺北市國民中學校長分散式領導與教師學術樂觀之研究。國立政治大學教育學系碩士論文，未出版，臺北市。陳淑娟（2018，2月1日）。提升高等教育國際競爭力之策略。國家教育研究院電子報。取自https://epaper.naer.edu.tw/index.php 曾若玫、范熾文（2017）。班級領導之新議題-教師學術樂觀及其啟示。學校行政，107，152-164。曾若玫、范熾文（2019）。國民小學校長正向領導與學校效能關係之研究：以教師學術樂觀為中介。學校行政，121，33-52。黃玉幸（2014）。大學教師升等制度能促進教師專業發展嗎?。臺灣教育評論月刊，3(1)，34-36。黃志雄（2017）。翻轉教室模式在大學課程中的實踐與反思。師資培育與教師專業發展期刊，10(1)，1-30。馮舜鈺（2018）。國民中學教師學術樂觀之個案研究。國立東華大學教育行政與管理學系碩士在職專班碩士論文，未出版，花蓮縣。楊文彥（2017）。校長民主教學視導信念、教師學術樂觀與教師敬業關係之研究－以新北市國民中學為例。國立政治大學教育學系碩士論文，未出版，臺北市。蔡孟愷（2013）。從教師學術樂觀論特色課程之推展。教育人力與專業發展，30(6)，59-66。謝思琪（2004）。我國大學教師優質教學模式之探索研究。國立政治大學教育研究所碩士論文，未出版，臺北市。謝傳崇（2014）。國民小學校長正向領導對教師學術樂觀影響之研究－以學校創新文化為中介變項。學校行政，91，33-56。謝毓儒（2017）。桃園市國民中學教師學術樂觀與教師組織承諾關係之研究。國立清華大學教育與學習科技學系教育行政碩士在職專班碩士論文，未出版，新竹市。貳、外文部分 Asgari, A., & Rahimi, S. (2014). Teachers’ academic optimism: Confirming a new construct. International Journal of Scientific Management and Development, 2(5), 105-109. Chan, D. W. (2008). General, collective, and domain-specific teacher self-efficacy among Chinese prospective and in-service teachers in Hong Kong. Teaching and Teacher Education, 24(4), 1057-1069. Chen, S. J., & Hwang, C. L. (1992). Fuzzy multiple attribute decision making methods. Fuzzy Multiple Attribute Decision Making, 289-486. doi: 10.1007/978-3-642-46768-4_5 Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95-S120. Eskew, A. (2016). The influence of trust, teacher morale/job satisfaction, and capacity building on teacher retention. Unpublished doctoral dissertation. The University of Louisiana at Lafayette, Lafayette, Louisiana. Eubanks, S. N. (2012). Advancing a culture of high expectations: Academic press, school conditions and student achievement Unpublished doctoral dissertation. The University of Maryland, College Park in partial fulfillment, Maryland. Hoy, W. K. (1990). Organizational climate and culture: A conceptual analysis of the school workplace. Journal of Educational and Psychological Consultation, 1(2), 149-168. doi.org/10.1207/s1532768xjepc0102_4 Hoy, W. K., & Hannum, J. W. (1997). Middle school climate: An empirical assessment of organizational health and student achievement. Educational Administration Quarterly, 33(3), 290-311. doi.org/10.1177/0013161X97033003003 Hoy, W. K., & Tarter, C. J. (2011). Positive psychology and educational administration: An optimistic research agenda. Educational Administration Quarterly, 47(3), 427-445. doi: 10.1177/0013161X10396930 Hoy, W. K., Tarter, C. J., & Woolfolk-Hoy, A. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425-446. doi.org/10.3102/00028312043003425 Hoy, W. K., & Tschannen-Moran, M. (1999). Five faces of trust: An empirical confirmation in urban elementary schools. Journal of School leadership, 9(3), 184-208. Karunathilake, S. (2019) Exploring organizational trust in a university setting: The level of trust between faculty/staff in its administration. Unpublished master’s thesis. The Minot State University, Minot, North Dakota. Kurz, N. M. (2006). The relationship between teachers` sense of academic optimism and commitment to the profession. Unpublished doctoral dissertation. The Ohio State University, Columbus, Ohio. Mascall, B., Leithwood, K., Strauss, T., & Sacks, R. (2008). The relationship between distributed leadership and teachers’ academic optimism. Journal of Educational Administration, 46(2), 214-228. doi.org/10.1108/095782308108632711 Maxwell, K. (2019). The influence of gender, ethnicity, and years of experience on teachers` academic optimism, specifically in contexts with students of color. Unpublished doctoral dissertation. The Southern Connecticut State University, New Haven, Connecticut. McGuigan, L., & Hoy, W. K. (2006). Principal leadership: Creating a culture of academic optimism to improve achievement for all students. Leadership and Policy in Schools, 5(3), 203-229. doi.org/10.1080/15700760600805816 Mohar, T. M. T., Singh, C. K. S., Kepol, N., Ahmad, A. Z. L., & Moneyam, S. (2017). Analysis of teacher beliefs and efficacy for teaching writing to weak learners. English Language Teaching, 10(9), 208-217. doi: 10.5539/elt.v10n9p208 Ngidi, D. P. (2012). Academic optimism: An individual teacher belief. Educational Studies, 38(2), 139-150. doi.org/10.1080/03055698.2011.567830 Peterson, C. (2000). The future of optimism. American Psychologist, 55(1), 44. Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2019). Relation of teacher self-efficacy and classroom practices: A preliminary investigation. School Psychology International, 40(1), 25-48. Riley, K. A., & Nuttall, D. L. (Eds.). (2017). Measuring quality: Education indicators: United Kingdom and international perspectives. Oxford, England: Routledge. Seligman, M. E. (2006). Learned optimism: How to change your mind and your life. Retrieved from https://reurl.cc/MdOKyk Sezgin, F., & Erdogan, O. (2015). Academic optimism, hope and zest for work as predictors of teacher self-efficacy and perceived success. Educational Sciences: Theory & Practice, 15(1), 7-19. doi：10.12738/estp.2015.1.2338 Sheldon, K. M., & King, L. (2001). Why positive psychology is necessary. American Psychologist, 56(3), 216. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99(3), 611-625. doi: 10.1037/0022-0663.99.3.611 Tsai, H. C., Lee, A. S., Lee, H. N., Chen, C. N., & Liu, Y. C. (2020). An application of the fuzzy Delphi method and fuzzy AHP on the discussion of draining indicators for the regional competition, Taiwan national skills competition, in the trade of joinery. Sustainability, 12(10), 4290. doi:10.3390/su12104290 Tschannen-Moran, M., & Hoy, W. K. (2000). A multidisciplinary analysis of the nature, meaning, and measurement of trust. Review of Educational Research, 70, 547–593. Woolfolk-Hoy, A. (2012). Academic optimism and teacher education. The Teacher Educator, 47(2), 91-100. doi.org/10.1080/08878730.2012.662875 Woolfolk-Hoy, A., Hoy, W. K., & Kurz, N. M. (2008). Teacher`s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24(4), 821-835. doi.org/10.1016/j.tate.2007.08.004
Description:	碩士國立政治大學學校行政碩士在職專班 107911014
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0107911014
Data Type:	thesis
DOI:	10.6814/NCCU202100609
Appears in Collections:	[Master of Education in School Administration] Theses

Files in This Item:

File	Size	Format
101401.pdf	3277Kb	Adobe PDF2	1	View/Open

社群 sharing

Loading...