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    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/84045


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    题名: 我國技術學院教師進修影響因素及其與專業成長之關係研究
    Inservice training and professional development of the technical college teachers in Taiwan
    作者: 李彥儀
    Lee, Yeng-Yi
    贡献者: 吳清基
    林邦傑
    李彥儀
    Lee, Yeng-Yi
    日期: 2000
    上传时间: 2016-04-08 14:16:28 (UTC+8)
    摘要: 本研究目的首先在探討我國技術學院教師進修影響因素、專業成長之內涵及現況；其次，瞭解技術學院教師人口變項與學校環境變項在教師進修影響因素、專業成長需求與現況得分之差異情形；進而希望瞭解教師進修影響因素與專業成長需求之關係。本研究以我國近年來辦學績優專科學校改制為技術學院之學校中六百二十二位教師為研究對象，以「技術學院教師進修影響因素調查問卷」、「技術學院教師專業成長現況與需求調查問卷」為研究之工具，該兩項量表經專家效度及預試分析後具有良好之信度及效度。本研究資料分析方法分別為：次數分配與百分比、因素分析、積差相關分析、Cronbach 可信度分析、相關分析、t考驗、單因子變異數分析（one-way ANOVA）及Scheffe事後比較、迴歸預測分析。
    本研究主要研究結果如下：
    一、技術學院教師進修現況方面:
    (一)技術學院教師進修活動缺乏以學校為本位整體規畫機制
    (二)技術學院教師進修管道有待暢通
    (三)技術學院師資結構有待調整
    (四)技術學院教師專業成長內涵有待加強
    二、在「技術學院教師進修影響因素」方面，其內涵經分析結果包括：行政因素、心理因素、經濟因素、社會因素；其得分程度皆屬中上。在「技術學院教師專業成長」方面，其內涵經分析包括：教學技術、教育新知、班級經營、學科知識、學生輔導、行政管理、一般知能、專業態度；其得分程度皆屬中上。
    三、技術學院教師普遍表現受進修影響因素強烈之影響。
    四、技術學院男性教師、服務十一年以上教師、碩士學歷教師、講師職級教師受進修影響因素之影響較高。
    五、技術學院男性教師、已婚教師、三十歲以下教師、碩士學歷教師、講師職級教師在專業成長現況之表現較佳。
    六、技術學院男性教師、已婚教師、五十歲以下教師、服務二十一年以上教師、未具有學士以上學歷教師、教授職級教師在專業成長需求表現較高。
    七、技術學院教師專業成長現況與專業成長需求之間，表現在「教學技術、教育新知、班級經營、學科知識」層面上呈現負相關。
    八、技術學院教師進修影響因素對教師專業成長需求，僅有「社會因素」層面具有解釋預測力。
    最後，本研究根據上述結果加以討論並提出具體建議，供行政單位、學校單位、技術學院教師及未來研究者之參考。
    This study focused on the following topics. First to find out the factors affecting the technical college teachers` inservice training as well as the contents of professional development; Secondly, to probe the relationship between the factors affecting teachers` inservice training testing performance and the context of professional development; Finally, to discuss the relationship between the factors affecting teachers` inservice training and the teachers` professional development.
    This study applied the survey method. The subjects were 622 teachers randomly were selected from the technical college in Taiwan. The instrument included "The inquiry of factors affecting teachers` inservice training" and "The inquiry of the needs and current context of professional development for technical college teachers." Both the two qualitative researches showed great validity and effectiveness.
    Data were analyzed using the method of descriptive and inferential statistics, included Frequencies, t-test, ANOVA, Correlation analysis, Multiple stepwise Regression.
    The major findings were: (i) Findings regarding the context of technical college teachers` inservice training points to (i) The inservice training activities for technical college teachers require a complete restructuring of the school-based professional development. (ii) The opportunities of inservice training for technical college teachers should be increased to match with the teachers` needs. (iii) The structure of faculty of technical college needs to be adjusted. (iv) The contents of professional development for technical college teachers need to be reinforced.
    (2) Findings on the factors affecting technical college teachers` inservice training include administration, psychology, economy, and social, all indicating above the average level. Moreover, findings on the professional development of technical college teachers include instruction technology, knowledge of new educational, class management, skill, professional knowledge, student counseling, administrational management, general knowledge, and professional attitude indicated above the average level.
    (3) The general performance of technical college teachers was strongly affected by the factors affecting inservice training.
    (4) Male teachers, working as instructors with Bachelor drgree and more than eleven-year teaching experience, are more strongly affected by the inservice training factors.
    (5) Male, married teachers, who are below thirty years old, and are working as lecture with Master degree, have better performances on their professional development.
    (6) Male, married teachers, who are above fifty years old, working as professors without higher drgree have more than twenty one-year teaching experience, highly require professional development.
    (7) The teachers` professional development between current and needs are positive collection in instruction technology, knowledge of new education, class management skill and professional knowledge.
    (8) The best predictor for teachers` inservice training is social factor.
    描述: 博士
    國立政治大學
    教育學系
    資料來源: http://thesis.lib.nccu.edu.tw/record/#A2002000234
    数据类型: thesis
    显示于类别:[教育學系] 學位論文

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