教學行動研究及其對中學教師專業成長態度影響之研究

The Impact of Teaching Action Research on Secondary School Teachers’ Attitude toward Professional Growth

本研究旨在瞭解教學行動研究的實施，對中學教師專業成長態度之影響情形。研究採準實驗設計，以116位中學教師為研究對象，實驗組與控制組各58人，實驗組實施教學行動研究研習與實作，控制組則否。研究工具為教師專業成長態度量表，資料分析方法則採單因子共變數分析。其次，則抽取15位教師進行訪談，以了解教學行動研究研習與實作，對教師專業成長態度之影響。研究結果發現：實驗組在「角色期待」及「整體教師專業成長態度」上，比控制組有顯著正向改變，而訪談結果也與量化研究的結果吻合。最後，根據研究結果，提出若干建議，以作為教學行動研究實務推動及未來研究的參考。

The main purpose of this study was to examine whether teaching action research has an impact on secondary school teachers’ attitude toward professional growth. Quasi-experimental method was used in the study. The population consisted of 116 secondary school teachers， 58 in the treatment group and 58 in the comparison group. The results were analyzed by using ANCOVA statistical procedure. In additional， a semi-structured interview was used to collect the teachers’ perception about professional growth.The main findings of this study were as follows:（1）No significant difference was found between the two groups in the sub-scale of personal growing and professional needs. （2）There was significant difference between the groups in the sub-scale of role expectations. （3）There was significant difference between the groups in the whole-scale of professional growth attitude.Based on the its findings， the present study proposed several suggestions for educational implementation and further study.