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| Title: | 新北市國民小學校長正向教學視導、教師心理資本與教師教學效能關係之研究
A study on the relationship among principals’ positive instructional supervision, teachers’ psychological capital and teachers’ teaching effectiveness in New Taipei City |
| Authors: | 陳耶如
Chen, Yeh-Ju |
| Contributors: | 郭昭佑
陳耶如
Chen, Yeh-Ju |
| Keywords: | 教學視導
校長正向教學視導
教師心理資本
教師教學效能
Instructional supervision
Principals’ positive instructional supervision
Teachers` psychological capital
Teachers` teaching effectiveness |
| Date: | 2023 |
| Issue Date: | 2023-08-02 14:26:48 (UTC+8) |
| Abstract: | 本研究以新北市國民小學教師為研究對象，瞭解校長正向教學視導、教師心理資本與教師教學效能關係之研究。採問卷調查法，共抽樣50所學校，共753位教師。本研究之問卷資料採用描述性統計、獨立樣本t檢定、單因子變異數分析、使用process檢測中介效果進行統計分析。
研究結論如下：
一、國民小學教師知覺校長正向教學視導為中高程度，「建立正向關係」得分最高；「提升自我價值」得分最低。
二、國民小學教師知覺教師心理資本為中高程度，「希望」得分最高；「自我效能」得分最低。
三、國民小學教師知覺教師教學效能為中高程度，「良好學習氣氛」得分最高；「多元學習策略」得分最低。
四、國民小學教師就其「服務年資」與「學校規模」的不同，在知覺「校長正向教學視導」上有顯著之差異。
五、國民小學教師就其「性別」、「服務年資」、「最高學歷」、「擔任職務」與「學校規模」的不同，在知覺「教師心理資本」上有顯著之差異。
六、國民小學教師就其「服務年資」的不同，在知覺「教師教學效能」上有顯著之差異。
七、國民小學之教師知覺校長正向教學視導、教師心理資本與教師教學效能各構面及整體間呈現顯著正相關。
八、教師心理資本在校長正向教學視導與教師教學效能具有部分中介效果。
根據統計結果提出建議，以利後續教育相關團體之研究參考。
In This study, New Taipei City elementary school teachers as the research object, to find the relationship between the principals’ positive instructional supervision, teachers’ psychological capital and teachers’ teaching effectiveness. The study will be approached by the survey method, the samples which include 50 schools and 730 questionnaires, All data were analyzed by the methods of descriptive statistics independent t-test, one-way ANOVA, Pearson correlation, using Haye`s Conditional Process Models (2013).
The findings of this study are as follows:
1.Elementary school teachers` perception of principals’ positive instructional supervision is above average, " establishing a positive relationship " is the highest, and " improving self-worth" is the lowest.
2.Elementary school teachers` perception of teachers’ psychological capital is above average, " hope " is the highest, and " self-efficacy" is the lowest.
3.Elementary school teachers` perception of teachers’ teaching effectiveness is above average, " quality learning atmosphere " is the highest, and " multiple learning strategies " is the lowest.
4.Elementary school teachers have significant differences in their perception of " principals’ positive instructional supervision " by "service years" and "school size".
5.Elementary school teachers have significant differences in their perception of " teachers’ psychological capital " by "genders", "service years", "highest education level", "positions" and "school size".
6.Elementary school teachers have significant differences in their perception of "teachers’ teaching effectiveness" by "service years".
7.There is a significant positive correlation among teachers` perception of the principals’ positive instructional supervision, teachers` psychological capital and teachers` teaching effectiveness.
8.The Teachers` psychological capital has a partial intermediary effect between the principals’ positive instructional supervision and teachers` teaching effectiveness.
Finally, this study hopes to provide specific suggestions to educational administration agencies, Elementary schools, and other future researches. |
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| Description: | 碩士
國立政治大學
教育行政與政策研究所
106171014 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0106171014 |
| Data Type: | thesis |
| Appears in Collections: | [教育行政與政策研究所 ] 學位論文
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