教師參與團隊學習行為之跨層次分析：層級線性模式之應用

A Study of the Multi-level Analysis of Junior High School Teachers' Team Learning Behavior: Application of a Hierarchical Linear Model

本研究旨在瞭解高中教師對於學科中心推動新課程策略之意見。高級中學課程暫行綱要將於民國九十五年實施，為能有效推廣新課程，並建立教育改革的回饋機制，其中之一為在全國22個高中成立學科中心，目的在推廣新課程、蒐集教師對於暫行綱要意見及協助辦理研習。為瞭解學科中心運作之有效策略，本研究從課程資訊、資訊傳達方式、研習課程內容、意見諮詢及意見溝通管道五個向度，加以討論。由於高中課程學科中心作為課程改革的實施機制，目的在讓教師能對新課程提出回饋，並協助他們成長，因此本研究以調查教師意見為主，目的在探索學科中心學校所應扮演的積極角色，並促使教師願意積極投入課程改革，乃課程改革成功與否的關鍵因素。本研究採用問卷調查法，透過二階段分層隨機取樣，共抽取46所高中的920位教師為樣本，回收校數為29校，有效回收問卷為435，有效回收率為47.3，並透過統計分析，據以提出結論與建議。

Researchers studying organizational behavior and school administrative management have increasingly emphasized the multilevel technique. This studyfocused on the influence of personality at the individual level, and of a“shared mental model” at the group level, on the team learning behavior of junior high schoolteachers. The sample consisted of 250 teachers from 39 junior high schools in Taiwan. The findings showed that agreeableness, extroversion, neuroticism, team interaction and team growth directly affected the group-learning behavior. On the other hand, team interaction, expertise, team growth and conscientiousness all had a positive moderating effect on the relationships among personality, shared mentalmodel, and team learning. Based on the discussion of these results, the study also provided some suggestions for future research.