教師專業學習社群與教師集體效能感關係模式驗證之研究

Study of Verification of Relation Model of Professional Learning Community and Collective Teacher Efficacy

本研究首在探討教師專業學習社群與教師集體效能感相關理論和研究；其次，則分析臺北縣市教師專業學習社群與教師集體效能感的現況與關係模式。研究採問卷調查法，研究對象為臺北縣市 284名國小教師，研究工具為「教師專業學習社群與教師集體效能感調查問卷」，資料分析則採平均數、Pearson 積差相關、以及線性結構方程模式。研究發現包括：（1）臺北縣市國民小學之教師專業學習社群表現呈中高程度；（2）臺北縣市教師集體效能感現況有不錯的表現；（3）教師專業學習社群與教師集體效能感間有顯著中高度正相關；（4）教師專業學習社群對教師集體效能感有正向顯著之影響。最後，研究者根據結論，提出相關建議，俾供在教師專業學習社群與教師專業發展之實務推動、以及未來研究之參考。

The purposes of this study are as below: first， to review the related knowledge base of professional learning community and collective teacher efficacy， and second， to explore the current situation and relation model of professional learning community and collective teacher efficacy . The study employs survey method and the subjects are 284 elementary school teachers. The instrument is “Professional Learning Community and Collective Teacher Efficacy Inventory”. Data is analyzed by means， Pearson correlation， and Linear Structural Relationship. The main findings of this study are as follows: (1)The degrees of professional learning community and collective teacher efficacy are at upper middle levels. (2)There is a positive and significant correlation between professional learning community and collective teacher efficacy. (3)The professional learning community has positive and significant effects on the collective teacher efficacy. According to the research findings， this author will propose several suggestions for the implementation of professional learning community， teacher professional development， and further study respectively.