本研究旨在探討國民中學教師專業共同職能之探討。進一步瞭解背景變項因素之影響，最後根據研究結果提出具體建議。 本研究首先採用問卷調查法，從職能之理論出發，推導教師專業共同職能之內涵，並且應用問卷調查與訪談之方法，以獲知國民中學教師對專業共同職能之看法。本研究工具採自編之「國民中學教師專業共同職能之調查問卷」，研究對象為新竹縣、桃園縣等兩個縣巿之公立國民中學教師，問卷計發出600份，回收402份，有效問卷402份，可用率67%，調查結果應用SPSS/12.0統計套裝軟體進行分析，並與新竹地區共5位教師進行訪談，根據研究結果之分析與討論，本研究獲得以下結論： 一、國民中教師專業共同職能計有6個向度、58個題項。 二、教師專業共同職能最重要十大職能：依續為教師能營造互動良好的班級氣氛；教師能建立有助於學生學習的班級常規；教師在教學時能由淺入深、具邏輯性呈現教材；教師教學能引起學生並維持學生學習動機；教師能妥適處理任教班級偶發事件及問題；教師對任教班級能建立良好的溝通方式；教師能激發班級榮譽感與凝聚力；教師能依據課程的性質規劃適切的教學活動及教法；教師能適當調整自己情緒，不遷怒他人並經常反思察納雅言；教師處理事情能從不同的角度看問題。 三、對國民中學教師專業共同職能之差異分析，本研究背景變項有性別、年齡、職務、年資、學歷、學校規模及學校所在地。在性別、年資、學歷、職務上對職能上都沒有差異，但在年齡、學校規模、學校所在地上出現了差異。 四、另外，就潛在變項為「教師專業共同職能」對觀察變項「教師教學職能」、「班級經營職能」、「人際溝通職能」、「創新職能」、「態度職能」與「學生本位職能」之解釋變異百分比 (r-square)分析，其原始模式之R2為.64、.74、.73、.71、.84與.79，修正後模式之R2為.63、.73、.75、.72、.80與.75。就修正後模式而言，以「態度職能」最能被教師專業共同職能所解釋，其解釋變異量達80%，其次依序為「人際溝通職能」、「學生本位職能」、「班級經營職能」、「創新職能」與「教師教學職能」，其被解釋變異量介於.63至.75間，顯示教師專業共同職能對六大職能具有良好之解釋力。 根據上述結論，本研究提出以下建議： 一、對教育行政機關的建議 (一)教育行政機關早日全面執行教師專業發展評鑑提升教師專業職能 (二)師資培育機構加強教師職前專業職能課程，使教師專業共同職能成為職前教師師必備能力 (三)各縣市教育局處推展教師職能工作坊增進教師職能 (四)城鄉差距問題仍然呈現，宜增加小型或偏遠學校資源挹注 二、對國民中學的建議 (一)問卷可提供教師專業共同職能初評之使用 (二)落實教師專業發展評鑑制度 (三)定期舉辦教學觀摩及班級經營檢討會 (四)鼓勵教師增進自我專業成長，提升教學品質 / This paper inquires the joint professional competences of teachers in junior high schools and the further realization of the impact of background variables and thence proposes the suggestions in terms of the results. The contents of the teachers’ joint professional competences are generalized by the competence theory via the questionnaires survey. The perspectives of teachers in junior high schools on joint professional competences are collected by the questionnaires and interviews. The tool is the self-edited Joint Professional Competences of Teachers in Junior High Schools Questionnaires and the subject is the teachers in public junior high schools in Hsinchu and Taoyuan Counties and Cities. There are 600 questionnaires delivered and 402 retrieved with the valid retrieved ratio at 67%. The analysis of survey results is processed by SPSS/12.0 with the interviews with 5 teachers in Hsinchu County and City. The conclusions through the analysis and discussion are: 1. There are 6 categories with 58 items of the Joint Professional Competences of Teachers in Junior High Schools; 2. There are 10 key competences of the joint professional competences of teachers in junior high schools: (1) manage class atmosphere with good interaction, (2) build class rules helping students learn, (3) present instructional materials from easy to hard ones logically, (4) lure and maintain students’ interest by teaching, (5) deal with class contingencies and problems properly, (6) build a good communicative manner with students, (7) initiate the sense of honor and unity of class, (8) plan adequate teaching activities and methods pursuant to the curricular natures, (9) adjust personal emotions properly, prevent from transferring personal anger to others and reflect and accept advices, and (10) view things from diverse perspectives; 3. There are the background variables including gender, age, post, seniority, education, school size and school location concerning the difference analysis of the joint professional competences of teachers in junior high schools. There is no difference for gender, seniority, education and post whereas there is a difference for age, school size and school location; and 4. The latent variable “joint professional competences of teachers” and observable variables “teachers teaching competence”, “class management competence”, “interpersonal communication competence”, “innovation competence”, “attitude competence” and “student-based competence” are processed by the r-square analysis. The corrected R2 is respectively .63, .73, .75, .72, .80 and .75. Thus, “attitude competence” with 80% is the highest explanatory power of teachers’ joint professional competences; others in order are “interpersonal communication competence”, “student-based competence”, “class management competence”, “innovation competence” and “teachers teaching competence” with the R2 at .63-.75, indicating the good explanatory power of the categories on teachers’ joint professional competences. According to the conclusions, the following suggestions are proposed: 1. Suggestions to educational administrations (1) Educational administrations perform the teachers’ professional development & evaluation so as to advance teachers’ professional competences; (2) Teachers educational organizations enhance pre-service courses of professional competences in order to equip teachers with the joint professional competences as the essential competence; (3) County and City educational departments promote the teachers competences workshops to advance teachers’ competences; and (4) Support and add resources to small or remote schools to shorten the gap between urban and rural areas. 2. Suggestions to junior high schools (1) Make the questionnaires available to the initial assessment of teachers’ joint competences; (2) Perform the teachers’ professional development & evaluation system; (3) Hold regular instructional observational meeting and class management review; and (4) Encourage teachers to improve self professional growth for advanced teaching quality.

臺北縣市國民中學知識管理、校長領導風格與教師專業成長關係之研究 摘 要 本研究主要在探討臺北縣市公立國民中學知識管理、校長領導風格與教師專業成長的關係。為達成研究目的，首先進行領導風格(Leadership Styles)、知識管理(Knowledge Management)及教師專業成長(Teachers' Professional Growth)的相關文件分析，選用符合本研究的調查問卷，進行施測。隨後依學校類別屬於大型、中型或小型，採分層叢集隨機取樣之方式，抽取臺北縣市公立國民中學教師626人進行問卷調查，問卷回收率為83.23%，剔除無效樣本81人，有效樣本人數為440人。研究資料使用SPSS for Windows 10.0版進行統計分析。依研究目的，除了做描述性統計之外，並依調查樣本背景之不同，進行t考驗及單因子變異數分析(one-way ANOVA)，考驗不同背景變項之差異情形，並以Scheffé進行事後比較；另以典型相關(canonical correlation)、皮爾遜積差相關(Pearson product-moment correlation)及逐步多元回歸分析(stepwise multiple regression analysis)等統計方法，瞭解校長領導風格、學校知識管理與教師專業成長各層面間的相關及預測情形。綜合文獻分析、問卷調查之統計考驗分析，本研究獲得以下結論： 一、目前臺北縣市公立國民中學知識管理，較為注重「文化」及「隱性知識」層面；校長領導風格中，轉型領導最常使用「智能激發」，互易領導最常使用「介入管理」；教師專業成長則關注於「專門知能」及「專業知能」層面。 二、臺北縣市公立國民中學知識管理、校長領導風格及教師專業成長的知覺平均數，部分層面隨背景因素不同而有顯著差異。 三、臺北縣市公立國民中學校長領導風格與學校知識管理有顯著相關。 四、臺北縣市公立國民中學「校長領導風格」與「學校知識管理」各層面與「教師專業成長」有高度相關。 五、「學校知識管理」各層面變項，對「教師專業成長」的解釋變異量約為82.6％，以「知識中心」最具有預測力。 六、「校長領導風格」各層面變項，對「教師專業成長」的解釋變異量約為80.9%，以「介入管理」最具有預測力。 依據研究所得結論，本研究最後並分別對教育行政機關、國中校長、學校及後續研究提出建議，提供校長領導風格、學校知識管理與提昇教師專業成長之參考。 關鍵字：校長領導風格、知識管理、教師專業成長 / The study of teachers' professional growth，knowledge management and leadership styles of junior high school principals Abstract This study aimed to the correlations among three factors，i.e. teachers' professional growth，knowledge management and leadership styles of junior high school principals in Taipei city and county.In order to achieve the objective of this study，the methods of literature review about the correlated themes were first adopted，and then this study proceeded to make the questionnarie survey. Afterward，all the schools were divided into large，middle，and small classes to do the cluster sampling.The survey subjects included teachers from junior high school in Taipei city and county，namely 626 teachers were sampled in a random way.The rate of the retrieval was 83.23% and the valid samples were 440 copies，exclusive of the ineffective samples.The research data acquired was anaiyzed by SPSS for Windows 10.0 version based on the research purpose.The statistic procedures included the means，standard deviation and one-way ANOVA，examining variances in different variables.Scheffé method was used for post-comparison to examine the interrelations among the subject groups.Besides，canonical correlation，Pearson product-moment correlation & stepwise multiple regression analysis were applied in the research to comprehend interrelations as well as predictions among the three aspects of leadership styles of principals，knowledge management in schooling and teachers' professional growth.According to the integrated analysis，which was from the adoption of research methodologies of literature review .And the conclusions were as follows： 1.The factor of “culture”and“tacit knowledge” were considered in the issue of knowledge management of junior high school in Taipei city and county；and for the topic of“transformational leadership of principals of junior high schools”，the factor of “inspired intelligence”was commonly employed；for the topic of“transactional leadership of principals junior high schools”，the “management by exception ”was generally used；With regard to the teachers' professional growth，the “professional knowledge”and“export knowledge” were paid much close attention to. 2.The consciousness of the survey subjects differed greatly in some part of backgrounds from one another. 3.There were remarkable interrelations between “leadership styles of principals”and “knowledge management in schooling”. 4.The strong interrelation among the ”knowledge management in schooling”，“leadership styles of principals”and“teachers' professional growth”occurred obviously. 5.The cumulative variance of knowledge management to “teachers' professional growth”was about 82.6%，and the “ knowledge center“held strongest predictable effects. 6.The cumulative variance of leadership styles of principals to “teachers' professional growth”was about 80.9%，and the “management by exception “held strongest predictable effects. According to the conclusions of this study，the further suggestions were provided to the department of educational administration，principals of junior high school and schools for reference and different views about the ”knowledge management”，“leadership styles of principals”and“teachers' professional growth” . keywords：knowledge management，leadership styles of junior high school principals，and teachers' professional growth

本研究主要析理台灣教育界對於懲罰議題的不同立場，藉以探討懲罰與教師責任之間的倫理辯證關係。研究問題主要回答有五。 本研究的第一個研究問題是：「以往理論上所認可的懲罰正當性有那些？」我們的回覆是：基於公平正義的應報論、以及基於社會效益而的嚇阻論及改造論。應報論認為學生犯錯應當為其行為付出代價，嚇阻論認為懲罰學生是為了避免有人再敢以身試法，改造論則是希望幫助學生改過而不再犯。 這些懲罰理論所持的正當性都十分有理據。不過，由於批判教育學者及Foucault的啟發，懲罰所依恃的規則以及所仰賴的權威都有商榷的餘地，不應視為理所當然。固然懲罰犯錯者可能懷有善意，但這善意也未必是不能檢討的。再者，教育現場時常不當使用懲罰（體罰），像這種暴力對待學生的方式實在是對學生人權的一大侵犯。故本研究第二個研究問題「懲罰的正當性在當今有無修正的必要？」即證為有此必要。 再就以往台灣教育場域何以慣用懲罰之結構性因素予以考察，發現傳統文化的影響曾構成支持懲罰的結構之一部分，但是升學主義、管理主義所帶來的教育扭曲較具決定性。此外，師資培育的專業化過程並未明顯改善所謂「日治時期遺留下來的惡習」－體罰。教育專業的論述裡頭，對於體罰雖有反對之意見，但仍持適度保留的態度－即懲罰雖是下下策，但它可用，唯須慎用。因此，本研究第三個研究問題「往昔傾向支持懲罰的脈絡是什麼？」答覆如上。 既然往昔存在著支持懲罰的脈絡，那麼我們是否有超越之作法可以解決這樣的難題，便成了反對懲罰立場必須提供的論證。我們在第五章介紹了關懷倫理學的主張，這項倫理主張可以補足以往我們只訴諸於正義為最高價值的空缺，也就是以一個更全方位關照到事務情、理、法三面倫理學來看待犯錯者是否一定要懲罰的議題。再者，我們也認為教師情意智慧的培養有其必要，才得以解決一部分現今時常因情緒控制不佳而造成校園體悲劇的遺憾。同時，教師應當打破沈默文化、勇於發聲，並正視學生的反抗文化所傳達的背後意涵，如此才不會因著教師自己的權威而成為壓迫的一方。除了這些理論意味濃厚的述介外，我們也舉了一些體制內教育者之圖像供參。最後，我們以另類教育之另類思維與作法，讓我們見識到一些可行的替代方案，既可兼顧到學習者本身的自主性，也關注到集體的秩序。於是，本論文第四個研究問題「有無超越懲罰以外的管教理念與參考作法？」我們的答覆是有的，而且還陸續在繁衍中… 最後一個研究問題「教育專業倫理如何看待與拿捏懲罰議題？」是本論文的總結。我們確認了教育專業所致力的價值，乃是真、善、美的實踐。師者的教育責任在於其有義務確保這樣的事情發生，或至少他／她必須長養著這樣的環境。 教師專業責任的高標，在於關懷所有學生並致力於其最佳之利益。教師專業責任的低標，則在於公平正義原則下不傷害學生為原則。 教育責任含納著管教或不管教，不管教不意謂放棄，而是等待緣熟而教。管教也未必需要懲罰，不懲罰也可使之省過。這些都需要智慧才可以判斷。教師專業倫理即是確保教師可以做出這樣的判斷。 懲罰學生不應指向於學業學習上，而應將其應用於德育、群育上的偏差行為之對治上。而且對於懲罰必須有這樣的判斷共識：動機利他、方法適當、時機妥切等三項條件均具備，才算是符合教育專業倫理。 最後，也別忘了批判教育學與Foucault給我們的忠言。懲罰是一個事件。整個處理學生行為的始末過程是身教的示範，也是教育得以展現善意的最佳時機。同時，懲罰者的動機若不具善意，則任何形式的懲罰，那怕是輕柔的，都可能是支配關係而存在。那麼，懲罰學生即使是盡了教育者的責任，也變得不符合教師專業倫理了！ / The aim of the dissertation is to clear out the concepts between “punishment” and “responsibility” beyond the discourses of education in Taiwan. It is proposed five main questions here, the core of all the questions is to answer the ethics for professionals in education, especially for teachers. The first question to be discussed is how is it thought justified of punishment in theories. Generally speaking, there are three kinds of theories of punishment offering justification acknowledged. They are retributive theory, deterrent theory, and reformative theory. Punishment is justified in response to offenders’ desert, or to threat offenders from doing again, or as a means to re-educate people, in these three different visions of theories. There is no disagreement on these three theories that the assumption that rules are authorized and those who break the rules should be punished without excuses. In the context of (post-)modern times, though the justification of punishment were wildly accepted, we must notice the construction of punishment-rule, authority and pain is need to be reexamined. For Foucault, according Discipline and Punish, punishment is in the same sense of discipline, namely without discipline there is no punishment neither. Critical theorists begin with the premise that people are unfree and inhabit a world life with contradictions and asymmetries of power and privilege. Under such context of real life, punishment is the means of hegemony without doubt. The advocates of human rights see punishment as violence. It is mistaken to think that corporal punishment accepted in education. Children should be raised up and educated in atmosphere filled of dignity and respects, not the treatment of punishment (especially physically). All these views challenge the rules governed punishment, question the authorized power to exert punishment, and reject the pain on the human bodies. The evidence shown here is that justification of punishment theories have to be rectified. Furthermore, we have recalled the context why punishment used throughout in schools in Taiwan. It seems reasonable to conclude: teacher professionalism in Taiwan did not prepare our teachers well to reform the phenomenon of punishment abuse. We also offered some alternatives to educators for teaching without punishment. We drew attention to the ethics of “care”, in contrast to the traditional ethics of “justice”, meet the needs of education well. Some real examples and useful thoughts were shown that the preparation and in-service training of teacher professionals need to be reformed too. Finally, we come to a conclusion of punishment and responsibility of teachers. It needs to be recognized as part of ethics of educators.

教育是社會進步與國家發展的核心力量，師資良窳是決定教育改革成敗的主因，師資素質的提昇與專業標準的界定是當代師培發展的核心。具備研究能力與學習能力的教師，將使教育成為持續改進的動態歷程，是故我國大力推動教師專業發展評鑑，期帶來教師自我發展與改進。 評鑑指標透過與績效責任的連結，打破教師專業的藩蘺，為教師權威帶來挑戰，也造成教師的質疑。為減輕教師對專業發展評鑑的抗拒，本研究從教師權威的視角切入，探討教師專業發展與權威運作之關係；並經由深度訪談的質性研究，了解教師從事專業發展之目的，以提供教師與行政機關不同的思考方向。 經由研究訪談與分析的結果，教師權威可分成形式權威與實質權威加以探討，教師在專業發展的歷程中，經由對權威的反思與批判，逐漸形塑專業的教師圖像。專業發展評鑑因此提供教師生涯進路的佐證與規劃方向，經由實質權威的運作提昇專業認同，使教師覺察自我完成的使命。 / Education is the core of national development. Being the main reason of the success to education renewal, the development of teacher’s quality and the assessment of profession is thus highly valued. A teacher with research and learning ability will make education an improving process. For the development and improving of teacher, Taiwan is pushing teacher professional development assessment hardly. The combination between assessment and accountability challenges teacher’s authority, and bring teachers’ critics. In order to ease the resist toward teacher professional developmental assessment, the research view form the sight of teacher’s authority, discuss the relationship between teacher professional development and authority. And understand the purpose of teacher pursuing professional development through qualitative research. Therefore the research can provide a different way for teacher and administration. This research divides teacher authority into formal authority and essential authority. Teachers reflect and judge authority in the process of professional development, and forms professional teacher image. Professional developmental assessment provides the guideline for teachers’ life development, and improves professional identity through essential authority. Teacher is thus aware of the mission of self-completeness.

本研究旨在瞭解高級中學教師工作價值觀與教師專業發展之指標、內涵與現況，探討其關係，進而建構預測分析的模式，再依研究結果提出建議。 首先進行文獻探討，作為架構研究的理論基礎，並建構調查問卷的內容，接著在北區八縣市(基隆市、臺北市、台北縣、桃園縣、新竹市、新竹縣、宜蘭縣及花蓮縣)發出調查問卷500份以分析現況。最後，依據研究結果進行討論與結論建議。研究主要發現如下： 一、高級中學教師工作價值觀與教師專業發展的指標、內涵與現況 (一)教師工作價值觀包括自我實現、自我肯定、自我創新及自我成長四個向度，其整體、分向度得分均為中高程度，其中以自我成長的得分最高。 (二)教師專業發展包括專業精神、專業能力和專業知識三個向度，其整體、分向度的得分，除專業精神分向度為高程度外，其餘皆為中高程度。 二、不同背景變項在教師工作價值觀與教師專業發展之差異情形 (一)不同背景變項在教師工作價值觀的得分方面：研究發現在性別、年齡、服務年資、現任職務等方面有顯著差異，但在最高學歷、學校規模、學校類型上則無顯著差異。 (二)不同背景變項在教師專業發展的得分方面：研究發現在年齡、服務年資等方面有顯著差異，但在性別、現任職務、最高學歷、學校規模、學校類型上則無顯著差異。 三、教師工作價值觀與教師專業發展的相關情形 整體教師工作價值觀與整體教師專業發展間呈現中度正相關，教師專業發展各分向度中，以專業精神與教師工作價值觀的相關程度最高。 四、教師工作價值觀各向度對教師專業發展的預測情形 教師工作價值觀之自我實現、自我創新及自我成長三向度對整體教師專業發展的聯合預測力最佳。 / The main purpose of this study was to investigate work values and professional development of high school teachers.The study included literature analysis and survey method with a questionnaire.The purpose of literature was aimed to explore teachers’ work values and teacher professional development.Questionnaire of survey based on researches about work values or teacher professional development. The subjects of the questionnaire included teachers of high school in Keelung City,Taipei City,Taipei County,Taoyuan County,Hsinchu City,Hsinchu County,Yilan County,Hualien County. Data were analyzed 363 sampling subjects by description statistics,t-test, correlation,ANOVA and multiple regression.Some results as follows: A.In the aspect of teachers’ work values: 1. Teachers’ work values included four parts (1)self-realization,(2)self-affirmation, (3)self-innovation,(4)self-growth.The perception of teachers were above average agreement of the four parts.The best dimension is self-growth. 2.Gender,age,years of service and currant position have significant influences on teachers’ work values.But the highest educational degree,school size and school type do not have any significant influences. B. In the aspect of teacher professional development: 1.The tescher professional development included three parts (1)professional spirit,(2) professional ability,(3) professional knowledge. The perception of teachers were above average agreement of the three parts.The best dimension is professional spirit. 2. Age and years of service have significant influences on tescher professional development.But gender,currant position ,the highest educational degree,school size and school type do not have any significant influences. C. In the aspect of relationship among teacher’ work values and professional development: 1.There are positive correlation and regression existed among teacher’ work values and professional development. 2. Teacher’ work values can promote teacher professional development. Finally,the researcher proposes some suggessions for the educational authorities, principal and teachers of high school and future researchers.Hope to benefit the further study in the future.

本研究是對我國將要設置的教師專業團體作一概況的了解，本文共分六章。第一章是敘明本研究進行的動機，主要是緣自於教師界的紛爭不斷，教師個人的力量有限，試圖透過組織的力量維護教師的權益，又礙於現有組織，無法滿足教師們的需求，政府為解決此一問題，擬設置一健全的教師專業團體，值此之際，本文就教師專業團體有關事項進行研討。第二章是從各種法令規章、理論觀點及歷史沿革來探討我國現今教師法定身分屬性及其與國家法律關係的變遷。第三章是探討我國教師專業團體設置的必要性，本要從五個方面來探討，即教師職務的專業性、教師專業制度的演進、應享的權力、應盡的義務及未來教師法的規範。第四章主要是探討美國、英國、日本、韓國及我國現有的教師專業團體的狀況，並探討這幾個國家其成員的來源、組織的目標、外部的結構、內部的單位、所舉辦的主要活動、對教育的影響力與貢獻、以及其發達的原因，並檢討我國現有教師專業團體無法發揮功能的原因，並綜合分析外國和我國團體的情形，檢討其在組織與業務方面，有那些事項可作為我國這次成立教師專業團體時的參考。第五章是對我國將要成立的教師專業團體的特質、功能、管理、保護、外部的結構及內部的單位等事項分別進行了解，期能組成一功能完備的教師專業團體。第六章是結論與建議，綜合了前五章的研究，最後提出了九點結論和十三點的建議，教師專業團體的設置，是被期望能解決教育界現存各種問題、保障教師權益、提昇教師專業地位等等，而本文所作各種探究，只期望能對教師專業團體的設置有所助益。

臺灣在2014年生育率為全球第二低國家，部份私立中學也因少子化的嚴重衝擊，近二、三年來造成招生不足，教師面臨超額、資遣、流浪教師等壓力。因此，私立中學教師更應以主動積極的態度，參與各種學習活動，來促進知識管理及專業成長的智能，增進教師及學校競爭力。 　　本研究旨在瞭解中學教師的知識管理與教師專業成長之間的關係；研究者以私立景文高中的教師為例，透過教育現場的觀察、訪談、質性資料之蒐集和分析，探討中學教師對知識管理與專業成長的知覺與實施現況。 　　本研究發現：在知識管理方面，1.中學教師知識的取得包括教師個人的自我成長、學校計畫性的規劃學習及資訊科技平台的運用。2.知識儲存可以透過教師專業發展平台、電子資料庫等資訊設備，並規劃教師專業社群。3.知識的分享有大小規模之分，宜透過更多獎勵機制擴散。4.在知識應用方面，依照學生的素質、能力實施不同的教學方法與教學知識；透過觀課及議課活動，給予回饋。5.知識的創新則是引進資訊工具、參加專業社群，開創學校的教學特色等。 　　在專業成長方面: 1.學校如能規劃「校本教師專業成長計畫」，可以有效提升教師專業成長。2.課程設計與教學的知能包括教師能運用己身優質的教學專業知識和技能，設計活潑的新課程；積極使用各項資訊設備，並運用腦力激盪及團隊工作來創新課程。3.班級經營與輔導包括教師用心培養學生建立優質的常規、學習文化、和諧氣氛及帶著走的基本能力；透過師生互動，了解學生個性、性向、興趣與專長，發揮其潛能、發現其問題，並能予以適當的協助與指導。 　　知識管理是促進教師專業成長的重要方法，教師如能運用知識管理的方法，有系統地管理知識，充實專業知識內涵，增進教學經驗與智慧，將有助於促進教師專業成長。教師專業成長有助於知識管理的持續推動，一位高度專業成長的教師，對於知識的取得及應用，通常也較為嫻熟且得心應手。因此，知識管理與教師專業成長成為動態的循環關係。 　　最後建議： 1.建置工作小組以協助所有學校推動知識管理及教師專業成長工作；2.提供教師多元的進修及研習機會，滿足教師專業成長需求；3.透過獎勵或競賽的方式，培養樂於分享的份為氛圍。4.擴大圖書館成為「知識管理資料庫」及「教師專業成長教學資源中心」；5.中學教師應努力提昇個人的知識管理和教師專業成長之知能；運用知識管理的技能，來提昇教師專業成長的素養。 / Taiwan’s birth rate became the second lowest of all countries in the world in 2014. Due to the serious impact on such low birth rate, some private high schools have been facing the number shortage of recruit in the past three years. And thus, the private high school teachers have also suffered the jobless pressure. Therefore, the private high school teachers should more aggressively participate in various learning events to enhance the ability to knowledge management and professional growth, and furthermore to improve the competitiveness of teachers and schools. The purpose of this study is to understand the relationship between the teacher knowledge management and the teacher professional growth in high schools. Cooperating with the teachers in Taipei Jinwen High School, the author explores the current situation of the high school teachers’ ability to knowledge management and professional growth via the observation and interviews in classes and the analyzation of qualitative data. In the aspect of knowledge management, this study observes that (1) the knowledge acquiring of high school teachers includes teachers’ self-growth, schools’ organized learning plan, and the application of informative technology platform; (2) the knowledge storing can be through informative facilities like teacher professional growth platform, electronic database and teacher professional community; (3) the knowledge sharing has different scales, it’s better to have more award systems to diffuse knowledge; (4) as the aspect of knowledge applying, teachers should use different teaching methods and knowledge according to students different learning quality, and give feedback during class; (5) as the aspect of knowledge innovating, schools can be introduced to informative tools and teachers can participate in professional community to develop great characteristics of schools. In the aspect of professional growth, this study observes that (1) the teacher professional growth can be highly improved if schools can organize “teacher professional growth plan”; (2) course design and teaching ability include design interesting courses by teachers’ professional expertise and skills and innovate courses by brainstorming and teamwork; (3) class management and counseling include developing students’ learning routine, culture, and environment. Through interactive between teacher and students, teachers should understand each student’s characteristics, interests, and expertise and try to help students do their best. Teachers should also properly guide students when they need help. The knowledge management is an important method to enhance teacher professional growth. If teachers can apply the knowledge management method, manage their knowledge systematically, increase their professional knowledge, and accumulate teaching experience, their professional growth can be highly enhanced. The teacher professional growth contributes to continuous implementation of knowledge management. Teachers with highly professional growth usually can acquire and apply knowledge more efficiently. Therefore, knowledge management and teacher professional growth are the dynamically interactive circular cycle. Final suggestions of this study: (1) set work team to assist al schools to implement knowledge management and teacher professional growth; (2) provide teachers multiple various learning opportunities to satisfy the require of teacher professional growth; (3) via encouragement or competitions, create the friendly-sharing environment; (4) expand the school library function as a “knowledge management database” and as a “teacher professional growth resource center”; (5) high school teachers should improve the ability to personal knowledge management and teacher professional growth, and teachers should apply the ability to knowledge management to enhance the level of teacher professional growth.

國民中學實施教師專業評鑑制度之研究 摘 要 本研究旨在探討國民中學教師對於實施教師專業評鑑的意見，及相關配套措施差異性之看法，並進一步探究不同背景教師對於教育部規劃的教師專業評鑑制度有何看法上的差異。所研究之結果，希冀日後對於國民中學實施教師專業評鑑有所裨益。 為獲取國民中學教師對於實施教師專業評鑑之意見資料，本研究乃針對桃園縣、新竹縣市及苗栗縣等四縣市118所學校，寄發每校十二份問卷，合計寄發1328份問卷，回收有效問卷為997份。問卷回收後，以百分比及卡方（χ2）檢定考驗統計分析及處理相關資料，茲臚列重要研究結果如下： 一、在實施教師專業評鑑目的方面：國民中學教師對於教師專業評鑑之目的，以勾選形成性之評鑑目的最多，其中有六成以上教師勾選「協助教師改進教學方法」、「提供教師瞭解專業發展方向」及「樹立教師專業形象」三項；另外有四成以上教師勾選「作為處理教師在職進修之參考依據」、「建立教師生涯發展目標」及「處理不適任教師」等。 二、在實施教師專業評鑑原則方面：國民中學教師認為評鑑的原則應該把握下列原則：（一）評鑑目的要明確；（二）評鑑制度要健全；（三）評鑑過程要公開；（四）評鑑方式要多元；（五）評鑑結果要善用等。 三、在實施教師專業評鑑方式方面：（一）就評鑑人員而言，國民中學教師最能接受的評鑑方式依序是「教師自我評鑑」、「教師同儕評鑑」及「校內評鑑小組評鑑」；較不能接受非教育專業人員的評鑑。（二）就蒐集評鑑教師資料而言，國民中學教師最樂意接受「觀察教師教學及班級經營」，其餘依次是「檢視教師行政配合、獎懲、品德、勤惰及進修等文件紀錄」、「瞭解學生的學習成就」、「檢閱教師的教學檔案」、「查核教師自我評鑑資料」、及「審查批改學生作業情形」等。就實務面來說，唯有多元化蒐集評鑑資料，才能達到評鑑的客觀性。（三）就評鑑教師資料的處理方式而言，國民中學教師對於實施教師專業評鑑之後，提醒教師缺點的方式中，以「書面通知」及「面談」較受歡迎；而較不能接受以「不予通知只做年終總結性評鑑參考」及「公佈週知教師」的處理方式。（四）就評鑑教師的時機而言，國民中學教師對於實施教師專業評鑑較傾向於形成性的教師評鑑；均期待能透過評鑑之方式，以協助教師隨時改進教學方法，並促進教師專業成長。 四、在教師專業評鑑指標方面：國民中學教師認為評鑑指標的訂定，最符合學校需求的人員依序是「全校教師」、「學校各學習領域教師代表」及「學校行政人員」等；而指標的配分比例依序是「教學實務表現」佔20﹪，「訓導輔導表現」佔20﹪，「品德操守表現」佔20﹪，「專業成長表現」佔20﹪，「人際關係表現」佔10﹪，「行政紀錄表現」佔10﹪。 五、在教師專業評鑑結果的運用方面：國民中學教師對於評鑑優良教師的獎勵方式，其意向之優先順序是「給予獎金、晉俸、或年功俸之獎勵」、「給予嘉獎或獎章」、「給予休假機會」及「給予進修機會」等；而對於表現欠佳教師的處理方式，則認同之意向依序是「提供改進意見，限期實施複評」、「強制參加專業進修」及「留原俸級」等。 六、對於教育部規劃中的教師專業評鑑制度之看法方面：（一）國民中學有七成以上教師認為所有教師應該接受評鑑；然而就「以教師評鑑取代現行教職員考核方法」的贊成百分比例而言，校長群有85.7﹪贊成，教師兼行政人員有69.3﹪表示同意，至於一般教師則有52.7﹪表示認同；可見目前考核教師的辦法有待檢討修訂。（二）國民中學有七成以上教師贊成「教師只要通過教師評鑑就可以晉薪一級，並領取一個月薪給總額百分之九十至九十五的獎金」；至於「將全校教師一個月薪給總額的百分之五至十作為評鑑表現優異教師的獎金」方面，只有五成以上的教師認同；可見國中教師對於獎金發給之意見尚不一致，有待溝通建立共識。（三）國民中學約有七成左右教師對於「教師之晉薪與獎金之發給，乃依據教師評鑑結果而分開處理」表示認同；至於限制晉薪或獎金人數比例，則有七成以上教師非常反對；可見國中教師對於考核限制人數持不同看法。 七、不同背景教師對於實施教師專業評鑑制度相關配套措施之議題，多數呈現顯著差異之看法。 八、國民中學教師對於實施教師專業評鑑的作法，有七成以上教師認同能執行，唯對於評鑑的配套措施更殷切企盼能訂定健全的制度。因此，願教育界前輩除了能對後學的研究及建議加以斧正外，並祈能就此議題繼續探究以貢獻卓見。 關鍵詞：教師專業評鑑、教師成績考核、學校本位管理、教師專業評鑑指標、教師分級制、績優給付制、國民中學 / A Study on the Practice of Teacher Performance Evaluation of Junior High Schools ABSTRACT The purpose of this study was to explore the junior high school teachers’ opinions about teacher evaluation as well as the supporting measures. It would further look into the discrepancies on the viewpoints of the Teacher Performance Evaluation System being mapped out by the Ministry of Education. The findings and results so yielded are to benefit future teacher evaluation in junior high schools. In order to hear junior high school teachers’ voices on the teacher evaluation, the study handed out a total of 1,328 copies of twelve questionnaires to 118 schools in Taoyuan County and Hsinchu County. A total of 997 copies successfully were collected and processed by means of percentage and Chi-square Test (x2). The major findings were listed below : 1. In the aspect of the enforcement of the teachers performance evaluation: In the purposes of the teachers performance evaluation in junior high schools, as appraised through checkmarks, over 60% of the respondents ticked three items, i.e., “helping teachers upgrade the teaching methods”, “providing sound orientations for teachers to make sure of the specialized development” and “building up the professional image of teachers”. Besides, over 40% of the teachers ticked “providing grounds to teachers in their on-the-job education”, “setting up goals of career development for both faculty and students” and “settling problems of incompetent teachers”. 2. In the aspect of the principles of enforcement of teachers performance evaluation: The junior high school teachers believed that the evaluation should firmly hold the following principles:(1) Definite and express objectives of evaluation; (2) Sound and wholesome evaluation systems; (3) Open evaluation process; (4) Multifaceted evaluation methods; (5) Maximum possible uses of the evaluation results. 3. In the aspect of the methods for enforcement in the teachers performance evaluation: (1) In terms of assessing personnel, the evaluation methods most acceptable to junior high school teachers are: “evaluation by teachers themselves”, “evaluation by peers themselves” and “evaluation by in-school evaluation task forces” in that order; and the less acceptable one is evaluation by non-educators. (2) In terms of data collection, the best acceptable one is “observation of teachers’ teaching and class management”, followed by “inspecting teachers’ coordination in administration, awards & punishment, conduct, attendance and higher education”; “looking into students’ achievement in learning”, “looking into teachers’ teaching archives”, “checking teachers’ self-evaluation files” and “review of teachers’ marking & correction on students’ homework”. In practice, only the multifaceted collection of evaluation will make possible detached and neutral evaluation. (3) In processing of evaluation over teachers, the junior high school teachers, after enforcement of the teacher performance evaluation, among those methods to remind teachers of shortcomings, “documented notices” and “interviews” are more popular. Those unpopular ones include notably “no notice, used for reference in the year-end conclusive evaluation only”, “keeping teachers informed through public announcement”. (4) In terms of evaluation timing, junior high school teachers are more inclined to formality evaluation over teachers in the hope to help teachers enhance the teaching methods and to boost expertise to grow. 4. In terms of the indices in teachers performance evaluation: In the evaluation indices in the mind of junior high school teachers, the best meeting school needs are “entire faculty”, “leading representatives of teachers in various fields” and “administrative staff at schools”. The indices are in such ratios of “performance of practical teaching” 20%; “discipline guidance” 20%; “performance in conduct” 20%; “performance in expertise growth” 20%, “performance in interpersonal relationships” 10%; “performance in administrative records” 10%. 5. Utilization of the results yielded in teachers performance evaluation: As to the methods to award outstanding teachers, the junior high school teachers responded with the view in such priority order: “encouragement of incentive, advance or annual award”, “conferment of citations or medals”, “chances for vacation days”, “chances for higher education”. Toward teachers of unsatisfactory performance, the preferred measures include “offering advice and rechecking within the specified time limit”; “compulsory higher training” and “no-raise”. 6. Viewpoints about the schoolteacher evaluation system being mapped out by the Ministry of Education: (1) In junior high schools, over 70% of the teachers uphold that teachers should receive evaluation. Over the idea of “taking schoolteacher evaluation instead of the current evaluation method”, 85.7% of school principals said yes, 69.3% of administrative staff & faculty said yes while 52.7% of general teachers backed the idea. Such results suggest that the current evaluation or rating systems leave much room to reassess. (2) In junior high schools, over 70% of the teachers back the idea that “teachers should be upgraded by one degree plus incentive at 90~95% of one month’s salary as long as they successfully pass evaluation”; only over 50% of them backed the idea of “taking 5%~10% of the payroll of the entire faculty of the school as an incentive to outstanding teachers” These findings suggest that junior high school teachers are still in discrepancies in terms of incentives to teachers. (3) In junior high schools, approximately 70% of the teachers back that “teachers should receive salaries and incentives only based on the results of evaluation over teachers but over 70% of them objected to the idea of restricting the quotas for advancement or incentives”. These factors found in the questionnaire survey suggest that junior high school teachers have discrepancies in terms of negative measures against teachers on the grounds of evaluation results. 7. Over the supporting measures related to teacher evaluation on good performances, teachers of different backgrounds showed significant discrepancies in the responses. 8. Over the teachers performance evaluation of junior high schools, over 70% of the teachers agreed and hoped that the evaluation would be put into enforcement. They further expect to see wholesome systems about the coordinating measures. It is, therefore, hoped that those veteran and senior educators would kindly offer advice and comments with continuing studies on these issues. Key words: Teachers performance evaluation; performance rating for teachers; school-based management; indicators of teachers performance evaluation; Career ladder program of teacher ; merit-pay for outstanding performance, junior high schools.

本研究主要目的在釐清教師專業自主權於教育法令層面之權責界線、暸解高雄市立國民中學教師專業自主權運用的現況、探討高雄市立國民中學教師專業自主權發揮的程度、分析不同背景因素的高雄市立國民中學教師於各專業自主權層面指標發揮程度的差異，最後依據研究結果，對提升高雄市立國民中學教師專業自主權的策略提出具體建議，供有關單位參考。本研究以2004學年度高雄市立國民中學現職合格教師為研究對象，並以對該學年度高雄市立25所國民中學、776名有加入教師會之現職合格教師進行問卷資料分析；另輔以訪談（共計6人）的方式了教師對自身專業自主權行使的理念、意見與建議。在資料分析上，主要採用描述性統計分析、獨立樣本t考驗分析、單因子變異數分析等方法。經研究結果與分析發現： 一、我國教育法規以保障教師課堂教學專業自主權為核心。 二、整體言，高雄市立國民中學教師的專業自主權達中等發揮程度，其中以「教師課堂教學專業自主權」的發揮度最高、「教師專業組織自主權」與「教師學校行政自主權」分別次之 三、高雄市立國民中學教師就「課堂教學專業自主權」具高等與中等專業自主度；「學校行政專業自主權」、「教師專業組織自主權」皆屬中等專業自主度。 四、高雄市立國民中學教師專業自主權整體面平均得分為男性教師顯著高於女性教師、兼主任職教師顯著高於非主任職者、有參與法定學校層級組織教師顯著高於未參加者、服務於小型學校教師顯著高於服務中大型學校者、年資26年以上教師顯著高於年資5年、11-15年者。 五、促進教師專業自主權之基本策略為穩固教師課堂教學專業地位、提昇教師組織專業形象、打造校園參與式決策文化、完備教師專業培育制度。 研究者根據文獻探討與研究結果發現，提出下列幾點建議： 一、健全與落實尊重教師專業自主權之法令體制。 二、教師應認清「專業」與「自主權」兩者相輔相成，瞭解自主須以責任為基礎。 三、規劃教學、法制與行政專業知能研習以達高教師專業自主權目標。 四、營造學校優質溝通管道，提高教師參與權能感。 五、鼓勵女性教師投入學校行政工作。 六、教師專業組織以發揮組織專業正向功能為目標。 七、教育行政機關應於教育內部事務扮演「法律監督與協助」角色。 八、建立教師專業評鑑機制以落實教師專業權力與效能。 九、針對研究主題、研究對象、研究變項與研究方法提出建議，作為後續相關主題研究之參考。 / The purposes of this study mainly confirm the right and duty to teacher professional autonomy in educational laws, understand the actual condition and explore the level of Kaohsiung city public junior high school teacher professional autonomy, and analyze different dimensions’ levels of Kaohsiung city public junior high school teacher professional autonomy from the view of teacher s’ different backgrounds. Finally, according to the study result, the writer gives some concrete advice to promote the city’s teacher professional autonomy for the department of educational administration for reference. The survey subjects included teachers from 25 public junior high school in Kaohsiung city in 2004 year, namely 776 qualified teachers who joint teacher professional unions were sampled copies of the questionnaire to be the investigation. And interviewing with 6 junior high school teachers is used to understand teachers’ opinions about professional autonomy. About the data analysis, the study use Frequency Distribution, T-test , One-way ANOVA, and Scheffé Method . The results of the study are as follows： A. The dimension of teaching professional autonomy is the key idea that Taiwan educational laws empower teachers. B. As far as the whole Kaohsiung city public junior high School teachers’ professional autonomy is concerned , it is middle level. The dimension of “ right and power to teacher teaching” gets the most high scores; the dimensions of “ power to teacher professional union” and “the power to school administrative autonomy” get lower scores separately in order. C. As far as the dimension of Kaohsiung city public junior high School teachers teaching professional autonomy is concerned, it achieves high and middle level; the dimensions of “the power to school administrative autonomy” and “teacher professional union” achieve middle level. D. From the viewpoint of whole average, male teachers’ average scores are higher than females’；teachers who hold a administrative staff, participate school-level organizations, serve in small size schools and work more than 26 years get higher scores than others who don’t hold the job , participate the ones, serve in middle and big size schools and work less than 5 years and 11-15 years. E. The basic strategies to facilitate teacher professional autonomy are to stable teacher’s professional status in teaching, promote the professional image of teacher unions, cultivate the school culture of participant-determining and establish good institution of teacher professional nurture. According to the literature and study result, following suggestions are offered： A. Continue to improve the established education law about the right and power to teacher professional autonomy. B. Understand “profession” and “autonomy” are to complement each other. And autonomy should take responsibility for basis . C. Design a series of programs about facilitating teachers’ professional knowledge in teaching, law and school administrative affairs to achieve high level of teacher professional autonomy. D. Create excellent communicative ways at school to promote teacher empowerment. E.Encourage female teachers to devote themselves to school administrative affairs. F.Teacher professional unions should take the role of developing positive function. G.The department of educational administration should play the law- supervising and law-helping role. H.Build teachers professional evaluation system to help teacher promote professional power and effectiveness. I.Base upon the results mentioned above, several suggestions about the study trends are made to further reference.

本研究旨在瞭解目前高雄市高級中等學校教師知覺教師專業成長、教師在職進修動機與教師專業倫理實踐之現況。為達研究目的，首先蒐集相關文獻加以探討分析，了解教師專業成長、教師在職進修動機與教師專業倫理實踐之內涵，以建立本研究之理論基礎架構，作為本研究研究問卷編製之依據。在實證研究上採調查研究法，以高雄市高級中等學校教師為樣本對象，並以「分層隨機抽樣」方式進行資料蒐集，共發出570份問卷，有效問卷552份，可用回收率達96.8%。回收的問卷分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及逐步多元回歸進行統計分析。 綜合文獻探討及問卷調查結果，本研究獲致研究結論如下： 一、高雄市高級中等學校教師之教師專業成長為中高程度，三個層面知覺程度差異不大。 二、高雄市高級中等學校教師之教師在職進修動機為中等程度，以「認知興趣」、「逃避刺激」之知覺程度較高，「社會發展」與「他人影響」知覺程度較低。 三、高雄市高級中等學校教師之教師專業倫理實踐為中高程度，以「教師與學生家長之間關係」知覺程度最高，「教師與社會（區）之間關係」知覺程度最低。 四、高雄市高級中等學校教師在「教師專業成長」方面，不同「性別」、「服務年資」、「擔任職務」，與「學校地區」之教師，知覺程度有顯著差異。 五、高雄市高級中等學校教師在「教師在職進修動機」方面，不同「擔任職務」之教師，知覺程度有顯著差異。 六、高雄市高級中等學校教師在「教師專業倫理實踐」方面，知覺程度整體上無顯著差異。 七、高雄市高級中等學校教師之教師專業成長與教師在職進修動機具有顯著相關。 八、高雄市高級中等學校教師之教師專業成長與教師專業倫理實踐具有顯著相關。 九、高雄市高級中等學校教師之教師在職進修動機與教師專業倫理實踐具有顯著相關。 十、高雄市高級中等學校教師之教師專業成長、教師在職進修動機對教師專業倫理實踐具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師，以及未來相關研究之參考。 / The purpose of this study was to investigate the current development of teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic in senior high school of Kaohsiung City. To achieve the research purposes, a literature review was conducted to understand the teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Kuohsiung senior high schools. A sample of senior high school teachers in Kuohsiung City, stratified random sampling, issued a total of 570 parts, 552 valid questionnaires, the effective rate of 96.8% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 一、Moderate-high teacher’s perceptions of teacher professional growth were shown, and three of the visions had the same level. 二、Moderate-high teacher’s perceptions of the motivation of in-service education were shown, in which the item “cognitive interest” and “escape / stimulate” was the higher, “social development”and “other people affected” was the lower. 三、Moderate-high teacher’s perceptions of teachers’ practive of professional ethic were shown, in which the item and “the relationship between students’parents” was the highest, and “the relationship between community and society” was the lowest. 四、There are significant differences in the senior high school teachers’perception of teacher professional growth in terms of gender, years of service, position, and school location. 五、There are significant differences in the senior high school teachers’perception of the motivation of in-service education in terms of position. 六、There are no significant difference in the senior high school teachers’perception of teachers’ practive of professional ethic. 七、There is a positive correlation among teacher professional growth and motivation of in-service education. 八、There is a positive correlation among teacher professional growth and teachers’ practive of professional ethic. 九、There is a positive correlation among motivation of in-service education and teachers’ practive of professional ethic. 十、Teacher professional growth and motivation of in-service education have a predictive effect on teachers’ practive of professional ethic. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.