高屏地區國小教師專業發展學習動機與專業表現之研究   全文下載

A Study of the Relationship on the Learning Motivation and Professional Performance of Professional Development of Elementary School Teacher in Kaohsiung and Pingtung Area

本研究旨在探討高屏地區國小教師專業發展學習動機和專業表現的現況，並進一步探析專業發展學習動機和專業表現兩者之間的關係。本研究採取調查研究法，以高雄市、屏東縣的公立國民小學教師為研究對象，總共發出759份問卷，回收率83.5%，有效問卷可用率 78.7%。除了驗證本研究所建立的因果模型外，共獲致下列六點結論：一、國小教師的專業發展學習動機屬於中等程度，以制度規範的影響程度最大；二、國小教師的專業發展學習動機，因性別、服務年資、職務的不同而有差異存在；三、國小教師對專業表現的知覺屬於中上程度，在研究發展、學校行政與管理的表現程度上相對較低；四、國小教師的專業表現，因性別、職務、學校規模的不同而有差異存在；五、國小教師的專業發展學習動機對專業表現有顯著影響；六、國小教師背景變項透過專業發展學習動機對專業表現產生影響。最後根據研究發現提出五點建議。

This study aims at investigating the current situation of learning motivation and professional performance of professional development of elementary school teacher in Kaohsiung and Pingtung area. It further investigates the correlation between learning motivation and professional performance of professional development. In this research, survey method is adopted. The elementary school teachers in Kaohsiung city and Pingtung county are used as the research targets, and a total of 759 questionnaires are issued, the return rate is 83.5%, and effective questionnaire useable rate is 78.7%. In addition to verifying the causeand- effect model set up by this research, six conclusions are also obtained in this research: (1) The learning motivation of professional development of elementary school teacher belongs to medium level, and the influence level of the system and regulation is the largest; (2) difference exists in the learning motivation of professional development of elementary school teacher due to different gender, service years and job function; (3) the perception on professional performance from elementary school teacher is of medium and high level, and the performance on the research and development and school administration and management is relatively lower; (4) difference exists in the professional performance of elementary school teacher due to different gender, job function and the scale of the school; (5) the learning motivation of professional development of elementary school teacher has significant influence on the professional performance; (6) the background variable of elementary school teacher, through the learning motivation of professional development, shows influence on the professional performance. Finally, based on the research findings, five principle suggestions are proposed.