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| Title: | 國民小學教師知覺主管支持與教學創新之關係 : 以教師教學心流經驗為中介效果
Elementary school teacher perceive the relationship between supervisor support and teaching innovation : The Mediating Effect of teacher's teaching flow experience |
| Authors: | 陳心麒
Chen, Sin-Ci |
| Contributors: | 湯家偉
陳心麒
Chen, Sin-Ci |
| Keywords: | 主管支持
教學創新
教學心流經驗
中介效果
國民小學教師
Supervisor Support
Teaching Innovation
Teaching Flow Experience
Mediation Effect
Elementary School Teachers |
| Date: | 2025 |
| Issue Date: | 2025-07-01 15:46:03 (UTC+8) |
| Abstract: | 本研究旨在探討國民小學教師知覺主管支持與教學創新之關係，並且進一步分析教師教學心流經驗在其中所扮演的中介角色。隨著教育環境的快速變遷，教師是否能進行有效的教學創新，已成為學校提升教學品質與學生學習成效的重要關鍵，而來自主管的支持與教師本身的教學投入狀態，對於創新行為的養成亦具有深遠影響。
本研究以新北市國小正式教師為研究對象，依據新北市九大分區小學進行分層抽樣，共發放360份問卷，實際回收有效問卷355份，回收率達98.6%。研究工具包括「主管支持量表」、「教師教學心流經驗量表」以及「教學創新量表」，所蒐集之資料透過 SPSS 21軟體進行分析。根據研究問題的性質，採用描述性統計、信度分析、t 考驗、單因子變異數分析、皮爾森積差相關分析及中介效果檢定等統計方法進行資料處理。
研究結果顯示：
（一）教師知覺主管支持對教學創新具有顯著正向影響。
（二）教師教學心流經驗對教學創新亦具有顯著正向影響。
（三）主管支持可透過教師的教學心流經驗對教學創新產生部分中介效果。
綜上所述，主管支持不僅直接促進教師的教學創新，亦可透過強化其教學心流經驗間接提升其創新實踐表現。本研究依據研究結果，提出具體建議，冀望能作為學校行政單位推動教學創新與支持教師專業發展之參考。
This study aims to explore the relationship between elementary school teachers’ perceived supervisor support and teaching innovation, with a further analysis of the mediating role played by teachers’ teaching flow experience. In the context of a rapidly changing educational environment, the ability of teachers to implement effective teaching innovation has become a critical factor in improving both teaching quality and student learning outcomes. Supervisor support and teachers’ own engagement in the teaching process significantly influence the development of innovative teaching behaviors.
The participants of this study were full-time elementary school teachers in New Taipei City. Stratified sampling was conducted based on the nine administrative districts of the city, with a total of 360 questionnaires distributed and 355 valid responses collected, resulting in a response rate of 98.6%. Research instruments included the “Supervisor Support Scale” , “Teaching Flow Experience Scale” and “Teaching Innovation Scale.” The collected data were analyzed using SPSS 21 statistical software. In accordance with the research questions, data were processed using descriptive statistics, reliability analysis, t-tests, one-way ANOVA, Pearson product-moment correlation analysis, and mediation effect analysis.
The results revealed the following:
(1) Teachers’ perceived supervisor support had a significantly positive effect on teaching innovation.
(2) Teachers’ teaching flow experience also had a significantly positive effect on teaching innovation.
(3) Supervisor support exerted a partial mediating effect on teaching innovation through teachers’ teaching flow experience.
In summary, supervisor support not only directly promotes teaching innovation but also indirectly enhances innovative teaching practices by strengthening teachers’ flow experiences during instruction. Based on the findings, this study provides practical suggestions as a reference for school administrators in promoting teaching innovation and supporting teachers’ professional development. |
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| Description: | 碩士
國立政治大學
學校行政碩士在職專班
111911023 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0111911023 |
| Data Type: | thesis |
| Appears in Collections: | [學校行政碩士在職專班] 學位論文
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