教學輔導教師正向教學視導與夥伴教師教學效能關係之研究

The Study on Relationship of Mentor Teachers' Positive Supervision and Mentee Teachers' Teaching Effectiveness in Taipei City

本研究旨在探討臺北市教學輔導教師正向教學視導與夥伴教師教學效能的關係。研究採取問卷調查法，研究工具為「教學輔導教師正向教學視導與夥伴教師教學效能問卷」，研究對象為臺北市658位夥伴教師，並以描述性統計、Pearson積差相關以及線性結構方程模式進行資料分析。研究結論包括：（1）臺北市教學輔導教師有不錯的正向教學視導表現；（2）臺北市夥伴教師有不錯的教學效能表現；（3）教學輔導教師正向教學視導與夥伴教師教學效能間具中度正相關；（4）教學輔導教師正向教學視導能影響夥伴教師教學效能之表現。本研究最後根據結論提出建議，俾供實務及未來研究之參考。

The purposes of this study were to explore the relationship between mentor teachers' positive supervision and mentee teachers' teaching effectiveness. Employing a survey method, this study used a questionnaire entitled ''Mentor Teachers' Positive Supervision and Mentee Teachers' Teaching Effectiveness Inventory''. Participants were 658 mentee teachers in Taipei City. Data were analyzed by descriptive statistics, Pearson correlation, and Linear Structural Relationship. The main findings were: (1) Mentor teachers showed strong performance of positive supervision for mentor teachers. (2) Mentee teachers showed strong performance of teaching effectiveness. (3) There was positive and significant correlation between mentor teachers' positive supervision and mentee teachers' teaching effectiveness. (4) Mentor teachers' positive supervision had positive and significant effect on mentee teachers' teaching effectiveness. According to the findings, suggestions for the implementation and further studies are proposed.