國民小學教師專業發展量表建構及其驗證性因素分析

The Study of Constructing Teachers’ Professional Development Questionnaire and Their Dimensions and Items’ Confirmatory factor analysis

近年來教師專業發展備受重視，各國希望透過教育改革，讓教師有意識、有目的、不間斷而且有系統掌握對最新教育事物、巨變環境和習以為常之學習活動，透過教學實踐與反省，有效掌握教師在職場專業知識、教學品質及持續教學研究的動能，以提升學生之整體學習成效。因應國際趨勢，本研究希望建構國民小學教師專業發展之量表。首先，透過專家意見調查，編製本研究之問卷初稿；其次，進行預試問卷施測，以信效度較佳之題目，進行驗證性因素分析，在不同評鑑結果判定層面，本研究初步獲得實證數據的支持；最後，背景變項在教師專業發展也存在差異。本研究主要發現，說明如下：1.本研究依理論建構之四大層面，獲得實證數據支持；2.項目分析後之數據顯示量表信度佳；3.驗證性因素分析在「基本適配標準」、「整體模式適配標準」及「模式內在適配標準」三方面之評鑑結果獲得支持，顯見量表整體建構佳，可供未來研究使用；4.背景變項中之性別，女性在課程設計與教學層面顯著高於男性。最後，根據研究之發現，提出相關建議，供教育行政機關、國民小學、國民小學教師及後續研究之參考。

In recent years, teachers’professional development has become a heavily discussed topic. Countries use education reforms in hopes of raising teachers who are aware, purposeful, and steady when utilizing the newest education strategies; while able to provide learning activities using the surroundings and student-teacher interactions; and able to effectively develop and maintain their professional knowledge through a series of introspection and practice, all of which serve as means to improve on teaching quality, push for further education and research, and enhance the students’learning experience as a whole.In response to this growing international education trend, this study hopes to construct a questionaire to measure the professional development of public elementary school teachers in Taiwan. In the first stage of the study, a questionaire was prepared under the guidance of assessment experts. The second stage began with providing the questionaire to the participants followed by a confirmatory factor analysis to increase the reliability and validity of the data. The empirical data can support this study. In the final stage, five background variables were analyzed, with only one showing significance. The findings are as follows:1.The study theoretically consist of four dimensions as supported by empirical data.2.The data from the item analysis shows that questionaire is reliable and valid.3.Using the confirmatory factor analysis in the preliminary fit criteria, overall model fit, and fit internal structure of model, produced results that mostly support this study; this shows that the questionaire could be implemented in future studies.4.Of the different background variables, gender is a significant variable in respect to affecting a teacher’s professional development.Suggestions could be made to the education department, elementary schools, teachers, and future studies through the findings from this study.