臺北市國中教師專業學習社群與教學創新表現關係之研究

A Study on the Relationship Between Teachers' Professional Learning Community and Teachers' Innovative Teaching Performance in Taipei City

本研究主要探究臺北市國民中學教師專業學習社群與教師創新教學表現之現況，並瞭解兩者變項之間的關係，本調查研究對象為臺北市336名國中教師，研究工具為「國民中學教師專業學習社群與教師創新教學表現調查問卷」，研究統計方式採描述性統計、變異數分析、Pearson積差相關、逐步多元迴歸以及結構方程模式進行分析。研究結果發現為：1.臺北市國民中學教師專業學習社群與教師創新教學表現良好；2.教師專業學習社群與教師創新教學表現間具有中度正相關；3.教師專業學習社群之「關注於學生學習」、「支持與共同領導」、「合作學習與互動」對教師創新教學表現之預測力最佳；4.教師專業學習社群對教師創新教學表現具有高度顯著正向影響。最後，本研究最後依據結論提出具體建議，以供教育實務及未來研究之參考。

This research aims to understand the current situation of teachers' professional learning community and teachers' innovative teaching performance in Taipei City, as well as the connection between the two. This study employed Survey Method named ''Teachers' Professional Learning Community and Teachers' Innovative Teaching Performance Inventory''. Participants were 336 junior high school teachers. Research statistics was analyzed by descriptive statistics, ANOVA, Pearson product-moment correlation, stepwise multiple regression analysis and structural equation model (SEM). The main findings of this study included: 1.) Current situation of teachers' professional learning community and teachers' innovative teaching performance is in good condition; 2.) The result showed an middle positive and significant correlation between teachers' professional learning community and teachers' innovative teaching performance; 3.) The '' focus on student learning'' , '' support and co-leadership '' and '' cooperative learning and interaction '' aspects were found to be the best predictors for teachers' innovative teaching performance; 4.) Teachers' professional learning community had positive and significant effects on teachers' innovative teaching performance. According to the findings, suggestions for the implementation and further studies are proposed.