教師專業學習社群與教師教學效能關係之後設分析

A meta-analysis of the relationship between teacher's professional learning community and teaching effectiveness

本研究旨在採取後設分析之方法，從研究整合之角度探討教師專業學習社 群與教師教學效能之關聯性。在後設分析之統計處理上，係以Comprehensive Meta-Analysis 3.0軟體進行分析，將國內相關實徵研究之數據資料加以整合。要 言之，本研究總計納入至2015年12月為止之21篇研究，而根據統計分析的結果 ，以Cohen (1988)提出之效應量標準作為判斷，本研究所獲致之主要結論為： 一、 教師專業學習社群整體與教師教學效能整體間具有高度且正向的關聯性； 二、 教師專業學習社群整體與教師教學效能分層面間具中度以上且正向的關聯 性；三、教師教學效能整體與教師專業學習社群分層面間具高度以上且正向的 關聯性；四、教師專業學習社群分層面與教師教學效能分層面間具中度以上且 正向的關聯性。最後，依據研究結果提出相關建議，以作為學校實務與後續研 究之參考。

The main purpose of this research is to probe the correlation between teacher’s professional learning community and teaching effectiveness in Taiwan. In this study， the researcher uses Comprehensive Meta-Analysis 3.0 as a platform to analyze and integrate relative studies (21 studies up to December， 2015) in Taiwan. The conclusions of this research are as follows: 1. The positive relationship between overall teacher’s professional learning community and overall teacher’s teaching effectiveness really does exist with large effect size. 2. The positive relationship between overall teacher’s professional learning community and individual dimensions of teacher’s teaching effectiveness really do exist with above medium effect sizes. 3. The positive relationship between overall teacher’s teaching effectiveness and individual dimensions of teacher’s professional learning community really do exist with large effect sizes. 4. The positive relationship between individual dimensions of teacher’s professional learning community and individual dimensions of teacher’s teaching effectiveness really do exist with above medium effect sizes. Finally， based on the conclusion， the research provides suggestions for school management practices and further research.