歡喜做課綱？學校現場教師的情緒與變革行動樣態及其組成差異分析

Enthusiastic about Implementing the New Curriculum? Analyzing the Profiles of Teacher Emotions and Change Actions and the Differences in Their Composition

本研究以108課綱變革為脈絡，聚焦探討教師情緒及變革行動所呈現之樣態。研究方法採問卷調查法，以臺灣本島公立普通型高中之教師為母群體，回收有效問卷624份。資料分析方法採描述統計、單因子變異數、群集分析、卡方檢定。研究結果顯示：一、高中教師實施108課綱時，依其高興情緒、疲憊情緒及變革行動（教師協作、素養導向教學）之得分高低組合可歸納為三個群集，包括：「積極投入型」、「獨行著力型」、「勉力維艱型」；二、從人口變項組成特徵來看，不同群集教師在性別、年齡和學歷之分布並未達顯著差異，具顯著落差的變項為職務別和任教領域；三、從自我效能感組成特徵來看，「積極投入型」教師的自我效能感顯著高於另兩型，「獨行著力型」教師又顯著高於「勉力維艱型」；四、從學校支持組成特徵來看，「積極投入型」教師的感受顯著高於另兩型，「獨行著力型」教師又高於「勉力維艱型」。整體研究結果除了在政策面向提供課綱變革實施後，教師參與情緒樣態及行動面向展現程度之實徵數據，更具體歸納了教師在變革中的異質性，以及教育領導者欲帶動教師「歡喜做課綱」時應優先掌握之變因。此外，本研究納入臺灣過往課程改革研究較少關注到的教師情緒面向，此亦值得後續進一步擴展。

This study examined the profiles of teacher emotions and change actions in the context of the 108 Curriculum Reform in Taiwan. A questionnaire survey targeting teachers in public general high schools across Taiwan collected 624 valid responses. Analysis methods encompassed descriptive statistics, one-way ANOVA, cluster analysis, and chi-square tests. The findings reveal that high school teachers implementing the 108 Curriculum can be classified into three clusters based on their scores in emotions of joy and fatigue, teacher collaboration, and competency-oriented teaching:“Proactive Engagement Type,”“Solo Striver Type,”and“Struggling Diligence Type.”Across demographic variables, no significant differences in gender, age, and educational background were observed among teachers in different clusters. However, disparities emerged in the job title and teaching field. Regarding self-efficacy, teachers in the“Proactive Engagement Type”exhibited significantly higher levels compared to the other two types, with the“Solo Striver Type”also showing notably higher levels than the“Struggling Diligence Type.”Perceived school support was notably higher among teachers categorized as“Proactive Engagement Type,”with those in the“Solo Striver Type”also reporting higher levels compared to the“Struggling Diligence Type.”This study not only provides empirical evidence of teacher emotional patterns and action orientations during curriculum reform but also underscores the diversity among teachers amidst change. It pinpoints factors that educational leaders should prioritize when encouraging teachers to adopt curriculum reforms. Furthermore, by addressing the emotional dimension of teachers, this study sheds light on an aspect less explored in prior curriculum reform research in Taiwan, suggesting avenues for further investigation.