本研究旨在了解高中職藝術群教師工作壓力、復原力及幸福感之概況、不同背景變項高中職藝術群教師工作壓力、復原力及幸福感差異、不同背景變項高中職藝術群教師工作壓力、復原力及幸福感間的關係及工作壓力及復原力對幸福感的預測力。 本研究以高中職藝術群教師為施測樣本，以「教師工作壓力量表」、中文版「成人復原力量表」及「中國人幸福感量表」為研究工具，共發出問卷246份，有效樣本168份。所蒐集的資料採用t考驗、單因子變異數分析、皮爾遜積差相關、逐步迴歸進行資料分析，最後獲致四項結論： 一、 高中職藝術群教師工作壓力屬中下程度，其中以「工作負荷」的工作壓力感受程度最高，「教學輔導」次之。其復原力屬中上程度，其中以「社會資源」復原力得分最高。高中職藝術群教師幸福感屬中上程度。 二、 背景變項不同之高中職藝術群教師工作壓力、復原力及幸福感的差異為： 1.「男性」之高中職藝術群教師在整體復原力及「個人強度」、「社交能力」、「未 來組織風格」復原力方面高於「女性」高中職藝術群教師。 2.「30至39歲」之高中職藝術群教師在整體工作壓力及「組織因素」、「工作負 荷」、「教學輔導」工作壓力高於「29歲以下」的高中職藝術群教師。「40歲以 上」高中職藝術群教師，在整體工作壓力及「組織因素」、「人際關係」、「工作 負荷」工作壓力高於「29歲以下」的高中職藝術群教師。 3.「未婚」之高中職藝術群教師在「專業知能」工作壓力上高於「已婚」高中職 藝術群教師，「已婚」高中職藝術群教師在「教學輔導」工作壓力及整體復原力 及「個人強度」、「社會資源」、「社交能力」復原力上高於「未婚」高中職藝術 群教師。 4.「學士」之高中職藝術群教師在「未來組織風格」復原力優於「研究所以上」 之高中職藝術群教師。 5.年資「15年以上」之高中職藝術群教師，其「組織因素」及「工作負荷」工作 壓力均高於年資「5年以下」之高中職藝術群教師。 6.學校規模方面，「49班（含）以上」之高中職藝術群教師 整體工作壓力及「組 織因素」、「教學輔導」分項工作壓力均高於「25-48班」之高中職藝術群教師， 「49班（含）以上」之高中職藝術群教師在「工作負荷」工作壓力高於「24班 （含）以下」之高中職藝術群教師，「24班（含）以下」之高中職藝術群教師在 「教學輔導」分項工作壓力高於「25-48班」之高中職藝術群教師。 三、 不同背景變項之高中職藝術群教師，其工作壓力、復原力與幸福感間的關係為： 1.不同背景變項之高中職藝術群教師，其工作壓力與幸福感間的關係皆為負相 關。 2.不同背景變項之高中職藝術群教師，其復原力與幸福感間的關係皆為正相關。 四、 高中職藝術群教師的工作壓力、復原力與幸福感的解釋力： 1.「專業知能」工作壓力可以有效預測高中職藝術群教師的「幸福感」，解釋總變 異量為29.8% 2.「未來組織風格」復原力可以最有效預測高中職藝術群教師的解釋力，解釋變 異量為35.2%；其次為「社交能力」、「個人強度」與「家庭團結」。 3.「未來組織風格」復原力、「專業知能」壓力、「社交能力」復原力的解釋力最 大，「個人強度」復原力及「教學輔導」壓力等五個變項，可以有效預測高中職 藝術群的「幸福感」，解釋總變異量為55.4%。 4.不同背景變項之高中職藝術群教師的復原力與工作壓力皆能預測其幸福感。其 中，以「24班(含)以下」高中職藝術群教師的「未來組織風格」復原力對幸福 感的預測力最高，達61.6%。 最後，依本研究所獲結論，分別對高中職藝術群教師、學校方面及後續未來研究者提出相關建議。

近幾年來，教育界的糾紛事件有增多的趨勢，尤其是教師法起草期間，教師能否有「罷教」及「組織自主性工會」權的問題，曾引起廣泛的迴響與討論。基於筆者也身為中學教員的一分子，故引起了探討一般中學教師心態的興趣。 隨著民國七十六年戒嚴令解除以來，民主腳步亦加速前進，似乎一下子罷教事件頻傳不斷。罷教事件的發生，代表了教師抗拒行為程度的升高，所以「抗拒行為」成為本研究值得探討的重要主題。當個人在一組織中，其本身的慾望或對工作相關內涵因素的期待得不到滿足時，衍生了挫折感，而消除挫折感的方法，有採激烈手段正面衝突者，如罷工、怠工、破壞等；有採理性溝通方法解決問題者，如談判、協調等；也有採消極的退縮逃避方式者，如忍耐、離職、做白日夢等。所以「工作滿足與否」容易直接導致「抗拒行為」的發生。另外也可能透過中介造成影響的是「組織承諾」的因素，個人對一組織承諾感的高低，不僅決定其認同努力的程度，而且也間接的使個人在採取任何行動以前，影響考慮的結果。 在歐美許多國家□，教師藉罷教來表示不滿，爭取自身應有的權益及傳達某些教育的理念，乃是稀鬆平常的事，但合法的罷教行動乃是透過合法的程序，大前提為有教師工會的存在，但在我國此間，尚未有合法的教師自主性工會，所以透過問卷去瞭解中學教師們贊同組織和參與教師工會的程度如何，也是筆者有興趣的研究重心。 綜言之，本研究以 415名中學教師為研究對象，目的在ヾ分析個人背景變項、學校公私立，透過工作滿足、組織承諾感對教師參與工會與罷教態度的影響；ゝ探討工作滿足、組織承諾感對中學教師參與工會態度的影響；ゞ探討工作滿足、組織承諾感對中學教師罷教態度的影響；々研究中學教師工作滿足與否、組織承諾高低對抗拒行為的影響，及其採取何種抗拒行為的可能性。 希望藉此研究了解中學教師的心聲，發掘其不滿癥結問題所在，俾提供教育當局對症下藥，及早採取對策，防患於未然，如此教師的不滿足感消除，教育界如再恢復一向的寧靜，並且生機蓬勃，乃我全國國民受教育者之福也。

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.

本研究旨在瞭解國民小學教師專業發展評鑑與教師專業成長關係之研究，目的在了解國民小學教師專業發展評鑑與教師專業成長之現況、內涵，並利用線性模式探討影響模式。首先，進行廣泛地文獻搜及與探討，厚實研究之理論基礎與研究結構；其次，將編制專家效度問卷寄送給7位相關領域之專家學者，進行問卷內容修訂。接著，以分層隨機抽樣方式從台北市、新北市、桃園市、基隆市四縣市抽取500位國民小學教師抽取作為問卷調查對象，回收情形為390份問卷，有效問卷384份，問卷有效率為78%，並利用統計套裝軟體分析兩變項現況與影響關係，本研究發現如下: 一、國民小學教師專業發展評鑑與教師專業成長關係之內涵與現況 （一）國民小學教師專業發展評鑑包括六個向度，包括「教師專業發展評鑑目的」、「教師專業發展評鑑規準和工具」、「教師專業發展評鑑方式」、「教師專業發展評鑑資料蒐集」、「教師專業發展評鑑結果應用」、「教師專業發展評鑑相關配套措施」，整體得分情形為高程度，以「教師專業發展評鑑目的」得分最高。 （二）國民小學教師專業成長包括四個向度，包括「課程設計與教學」、「班級經營與輔導」、「研究發展與進修」、「敬業精神與態度」，整體得分情形為高程度、其中以「課程設計與教學」的得分最得分最高。 二、不同背景變項在國民小學教師參加在職進修課程與教師效能關係之差異情形 （一）不同背景變項在國民小學教師專業發展評鑑的得分方面：研究發現除了性別、學歷、學校規模未達顯著，在年齡、服務年資、現任職務、是否參與教師專業發展評鑑達顯著差異。 （二）不同背景變項在教師專業成長的得分方面：研究發現除了性別、學歷、學校規模未達顯著，在年齡、服務年資、現任職務、是否參與教師專業發展評鑑達顯著差異。 三、國民小學教師專業發展評鑑各向度與教師專業成長之影響情形 國民小學教師專業發展評鑑之分向度對國民小學教師專業成長皆具有顯著影響力，各向度之影響情形如下：在教師專業發展評鑑目的向度中以「提升教師教學品質」最有影響；在教師專業發展評鑑規準和工具向度中以「評鑑指標重點的說明具體清晰」最有影響；在教師專業發展評鑑方式向度中以「成立校內評鑑小組評鑑的方式」最有影響；在教師專業發展評鑑資料蒐集向度中以「透過檔案製作與評量」最有影響；在專業發展評鑑結果應用向度中以「協助受評教師規劃專業成長計畫」最有影響；在教育發展評鑑相關配套措施向度中以「發展教師專業成長支持系統」最有影響。 四、國民小學教師專業發展評鑑與教師專業成長整體之影響情形 上游潛在變項「國民小學教師專業發展評鑑」對下游潛在變項「國民小學教師專業成長」具有顯著影響力，其中以「教師專業發展評鑑結果應用」對「教師專業成長」影響力最為顯著。 最後，依據研究結果與研究發現進行討論並提出建議，俾提供為國民小學教師、教育行政機關與後續研究為參考。 / The study aims to explore the elementary school teacher evaluation for professional and the current of teachers’ professional growth. Thus, this study represents an attempt to understand the relationship between elementary school teachers’ attitudes toward teacher professional development evaluation and teachers’ professional growth. The main purposes of the study are as follows: 1. To understand teachers’ attitudes toward teacher professional development evaluation. 2. To appreciate the current of teachers’ professional growth. 3. To explore the relationship between teacher professional development evaluation and teachers’ professional growth. Mainly, this study proceeds with literature analysis, and interview. The subjects were Keelung City, Taipei City, the New Taipei City, and Taoyuan City was involved and not involved in evaluation of teacher professional development. Descriptive statistics containing percentages, mean and standard deviation as well as t-test, one-way ANOVA and Structural Equation Models were also used to show the results. Based on the findings of this study, some conclusions and suggestions are provided for Education Administration Authority, elementary schools, teachers and future research. The findings of the study are summarized as follows: 1. Elementary school teachers with elder and seniority of employee background had better attitude of teacher evaluation for professional and teacher professional growth. 2. Duties of teacher and administrative and subject teacher background had better attitude of teacher evaluation for professional and teacher professional growth. 3. Participate in the teacher evaluation for professional had better attitude of teacher evaluation for professional and teacher professional growth. 4. Teacher evaluation for professional for teachersof all dimensions of fit index is good.

教育首重教師，而師資培育也是國內教育科系設立的首要目標，而培養優良教師更是其中最重要的目的，因此如何成為優良教師的知識學問其重要性自不待言。本研究乃環扣此一立意，初衷乃在探究如何成為師鐸獎教師的原因，以提供有志成為優良教師之人努力的方向。 本研究採用訪談法進行研究，研究對象為2010年台北市十位師鐸獎教師。由於師鐸獎教師的故事各有其多元繽紛的色彩，很難用一個固定模式加以齊一，但是從長遠的縱貫發展的觀點來看，仍然透露出各個階段的主要特徵。所以研究者從文獻探討中歸納出教師發展的三個階段：適應與建立能力、專業成長與發展、以及專業成熟，並以此為框架將師鐸獎教師們各自的精彩故事做為內容敘述，使得各階段的理論概念敘述得到生活實例的印證。再者，除了理論性的階段探討與故事敘述的印證外，本研究還以進入教職以後的「教師生涯發展」為主軸，另加入影響教師專業發展六個影響因素的內容為輔，鋪敘出九位師鐸獎教師的生涯發展故事，使得本研究不僅有理論概念的探討，也有具體可親活生生的故事呈現。 另外，師鐸獎教師為何能夠成為師鐸獎教師，本研究從「教師專業發展」的角度著手，藉由文獻探討歸納六個重要的影響因素：「家庭」、「高中以前的求學歷程」、「教育專業訓練」、「學校組織環境」、「在職成長」以及「個人特質」，並且從這六個因素去訪問師鐸獎教師們，並以師鐸獎教師的回答內容為基礎，再進一步的濃縮成概念性的內容。 最後，本研究以整體的角度為「師鐸獎教師的生涯發展」與「生涯發展的重要因素」主題做結論的總結如下： 一、 在六個影響因素當中，最重要的是盡心付出的個人特質； 二、 原生家庭父母親的身教影響深遠； 三、 小時候家庭環境的辛苦不一定有害，也可能成為未來的助益，關鍵乃在於正面的面對方式； 四、 「不反對」是婚姻家庭方面的基本支持； 五、 過去師長的言行態度是從事教職的重要參考； 六、 教育專業訓練對當事人主觀上的教育專業發展似乎意義不大； 七、 學校組織環境是累積能力的良好環境； 八、 教師專業成長從教學開始，進而充分發揮教師的角色功能； 九、 當事人的在職成長皆表現出不同於一般的具體投入行為； 十、 在職成長缺少有系統有組織的整體明確規劃； 十一、 積極正面的做事態度是很重要的個人特質； 最後，根據研究結果與討論提出關於成為優良教師的建議，乃分別從對教師個人、對學校、對教育政策，以及對未來研究四個方面進行條列式的建議。 / Teachers are the most important elements of teaching, and teacher cultivation is the most crucial task in the establishment of departments of education nationwide. The chief objective of all such institutions is to cultivate excellent teachers. Therefore, the importance of knowing how to become an excellent teacher goes without saying. The present study focuses on the above knowledge by exploring the experiences of teachers who have won the Teaching Excellence Award in order to provide examples for others striving to become excellent teachers. This study adopted the interview method and recruited ten teachers who won the Taipei City 2010 Teaching Excellence Award as participants. Due to the diverse nature of the stories of these award-winning teachers, it was hard to unify them into a single framework. However, when viewed from a more distant perspective, we are still able to make out the main features of the phases that these teachers went through. We were also able to identify three phases of teacher development based on a literature review: adaptation and establishment, professional growth and development, and professional maturity. These three main phases were then used as a framework to better understand the helpful stories of these award-winning teachers. The stories can in turn provide real life proof for the concept of each phase. In addition to discussing the theories related to these phases and proving them with actual examples, the current study also used “teaching career development” as a theme and incorporated six influencing factors relating to the professional development of teachers to illustrate the professional development stories of nine award-winning teachers. This research not only contains discussions on the theoretical concepts, but also presents specific, real-life stories. The reasons behind becoming a Teaching Excellence Award winning teacher are viewed from the “teaching professionalism development” perspective, and explored through the six important influencing factors identified via literature review, specifically, “family,” “the course of education prior to high school,” “educational professional training,” “school system and environment,” “professional growth,” and “personal features.” The award-winning teachers were interviewed with the above six factors in mind, and conceptual content was then further extracted through their answers. Lastly, the study used “the teaching career development of the Teaching Excellence Award winning teachers” and “the important factors influencing career development” as the overall perspective themes and concluded the following: 1. The most important factor among the six influencing factors is the personal feature of devoted effort; 2. The family-of-origin parenting effects are profound; 3. Hardships encountered during childhood are not necessarily detrimental and can even become beneficial in the future; the key lies within the way one directly confronts these hardships; 4. “Not objecting” is the most fundamental way of expressing support in married families; 5. The behaviors and attitudes of the teachers in the past are important references for teaching conduct; 6. Educational professional training seems relatively unimportant to the course of education professionalism development from the participants’ point of view; 7. The school system and environment is a good place to acquire and accumulate teaching abilities; 8. A teacher’s professional growth begins with teaching and expands to the full display of the teacher’s function and role; 9. The subjects showed exceptional activity in contributing to their own professional growth when compared to others; 10. Professional growth in general lacks clear overall systematic and organized planning; 11. Proactive and positive attitudes are very important personal features. In conclusion, based on research results and discussions, many helpful suggestions were made regarding the process of becoming an excellent teacher. Itemized suggestions for teachers, schools, education policies, and future research aspects were included. Keywords: Teaching Excellence Awards, teaching career development, teaching professionalism development, interview method

近年來越來越多人投入華語教學這個領域，然而華語教師的培訓尚未有一統一的規範。過往有許多關於教師發展歷程的研究，顯示教師的初任階段是奠定未來教育生涯的關鍵期。因此本論文以兩位初任的華語教師為個案研究對象，採取質性研究的半結構式訪談，深入了解研究參與者在教學過程中所遇到來自不同方面的困擾以及他們的因應策略，最後提出結論以及相關建議。 研究結果發現初任教師主要的困擾和成因在專業技巧方面是由於經驗的不足所以不熟悉學生的程度，以及無法預測學生於課堂的反應；而社會情緒方面則是由於缺乏自信心，對於自己的表現還不夠肯定；環境組織方面則是由於大環境政策的不友善，使得教師有後顧之憂。 最後根據個案的研究結果歸納出對於華語教師培訓機構、語言中心以及後續研究的建議。 / More and more people are engaging in Teaching Chinese as Second Language these years. There are many studies on teacher’s development which reveal that the beginning phase is the key phase in a teacher’s career. This study aims to understand the problems beginning teachers might encounter and what are their coping strategies by interviewing two cases. The major findings reveal that their problems originate from three aspects: (1) profession technique: lack understanding of students’ level and their reactions in class; classroom climate (2) self-emotion: lack of confidence; skeptical of self (3) working conditions: unstable income and the lack of welfare And their coping strategies are: asking their colleagues, observing other seniors, talking directly with students. At the end of the thesis, suggestions are given to the TCSL teacher training foundations and language center, to help TCSL teachers get through this unstable phase of teaching career.

教師思維一向被認為與教師的實際教學有重要的關聯。本個案研究探討一位現職語言教師設計的行動學習活動背後之教師思維，以期更深入了解此行動學習活動之設計，並為電腦輔助語言教學師資培育之設計提供新的思維與洞察。 本個案研究為質性研究。研究工具包括受訪教師對於此活動的公開分享、半結構式訪談、文件收集及與學生的非正式談話。在訪談中，個案詳述了她的課室教學及其他經驗，包括過往的學習、專業教師訓練及其在不同場域的經歷。這些資料則進一步透過Borg (2006)和Mishra & Koehler (2006) 提供的架構(分別為教師思維框架及TPACK架構圖)進行討論。此研究首先詳細說明此行動學習活動中的九個關卡及其中教師表現出的各項知識。接著從過往學習經驗、專業教師訓練及不同場域等角度去追溯教師思維的形成。此研究並藉此進一步討論將上述兩個架構融合、調整的可能性以及電腦融入語言教學師資培育課程設計的新思維。 研究結果顯示，以上兩個架構皆未含括與教師本身或教師自主有關之元素，而這些元素在此個案研究中皆扮演教師思維和相應教學活動成形之關鍵角色。此外，研究結果也顯示，Mishra & Koehler (2006)的TPACK中涵蓋的各種元素可能有不同的權重，進而彰顯此框架在應用上有更複雜的潛力。此個案研究期能提供更多思維及啟發給對於科技融入教學，或電腦融入語言教學師資培育課程設計有興趣者。 / Teacher cognition has been regarded to have strong connections with teachers' teaching practices. The case study intends to investigate a practicing language teacher's cognition behind her mobile-learning activity, an outdoor scavenger hunt activity with multiple missions. The main purpose of this study is to explore how the activity was designed and to further provide insights into CALL teacher education. This is a qualitative study and data were collected through the participant's presentation about the activity, two semi-structured interviews, documentation and informal talks with students. In the semi-structured interviews, the participant detailed her classroom practices and other related experiences, including past learning experiences, professional development and her experiences in other contexts. The participant's experiences were then reconstructed and analyzed with Borg (2006) and Mishra & Koehler (2006) as the frameworks. The study first detailed the nine missions included in the participant’s scavenger hunt activity and analyzed the teacher's knowledge shown in the activity. Then, the formation of the teacher's cognitions was traced mainly in three aspects: past schooling, professional coursework and classroom practices under various contexts. Finally, the revised, integrated framework and some insights into CALL teacher education were discussed. The result showed that the frameworks are lacking elements related to teachers themselves and teacher autonomy, both of which serve as a premise in the complex interaction of the elements in teacher cognitions and the resulting classroom practices. Other than that, it was found that the elements in the framework provided by Mishra & Koehler (2006) might carry different weights, which indicated more complexity in the framework. It is expected that those who are interested in technology integration into language teaching or CALL teacher education will find this study insightful and inspiring.

本研究旨在瞭解國民中學校長分布式領導、教師專業社群學習與教師教學效能之現況，並分析不同背景變項之教師對於校長分布式領導、教師專業社群學習與教師教學效能知覺之差異情形，且探討三者之間的關係，最後則探討國民中學校長分布式領導、教師專業社群學習對教師教學效能之預測力。 本研究採問卷調查法，共計抽樣48所國民中學，發出445份問卷，回收423份有效問卷，問卷有效率達95.1%，問卷調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸分析等統計方法進行統計分析。 本研究最後獲得以下結論： 一、國民中學教師知覺校長分布式領導為中高程度，以「校長專業自信與謙遜」之知覺程度為最高，「營造適當的變革時機」之知覺程度為最低。 二、國民中學教師知覺教師專業社群學習為中高程度，以「關注學生學習」之知覺程度為最高，「分享教學實務」之知覺程度為最低。 三、國民中學教師知覺教師教學效能為高等程度，以「教學氣氛」之知覺程度為最高，「教學策略」之知覺程度為最低。 四、國民中學教師，因年齡、擔任職務、學校地區、及學校規模之不同，在知覺校長分布式領導上有顯著差異。 五、國民中學教師，因性別、學校地區、及學校規模之不同，在知覺教師專業社群學習上有顯著差異。 六、國民中學教師，因性別、擔任職務、及服務年資之不同，在知覺教師教學效能上有顯著差異。 七、國民中學校長分布式領導、教師專業社群學習與教師教學效能整體及各層面，彼此之間具有正相關的關係。 八、國民中學校長分布式領導、教師專業社群學習對教師教學效能具有預測作用，以「教師專業社群學習」的預測力最佳。 / The purpose of this study was to investigate the current development of principals’ distributed leadership, teachers’ professional learning community, and teachers’ teaching effectiveness in junior high schools, and to analyze the difference between teachers of different background variables, and to explore the relationship among the three variables. This study has aimed to predict teachers’ teaching effectiveness through principals’ distributed leadership and teachers' professional learning community. Through the use of questionnaire survey method, data were collected from 48 junior high schools, distributing 445 questionnaires in total. Valid questionnaires of 423 were collected, with a usable rate of 95.1%. All data were analyzed by the methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The conclusions of this study are as follows: 1. Junior high school teachers’ perception of principals’ distributed leadership is above average, in which the dimension “principals’ self-confidence and modesty” was the highest, and “construction of a proper turning point” was the lowest. 2. Junior high school teachers’ perception of teacher professional learning community is above average, in which the dimension “focusing on students’ learning” was the highest, and “sharing teaching practices” was the lowest. 3. Junior high school teachers’ perception of teachers’ teaching effectiveness is above average, in which the dimension “teaching environment” was the highest, and “teaching strategy” was the lowest. 4. There are significant differences in the junior high school teachers’ perception of principals’ distributed leadership in terms of age, position, location of school, and scale of school. 5. There are significant differences in the junior high school teachers’ perception of teacher professional learning community in terms of gender, location of school, and scale of school. 6. There are significant differences in the junior high school teachers’ perception of teachers’ teaching effectiveness in terms of gender, position, and years of service. 7. There is a positive correlation among the principals’ distributed leadership, teacher professional learning community, and teachers’ teaching effectiveness. 8. Principals’ distributed leadership and teacher professional learning community have a predictive effect on teachers’ teaching effectiveness.

本研究主要目的在探究專家與新手教師在班級經營知識結構上的差異情形；以及瞭解教師背景變項對教師的班級經營知識結構與班級經營效能的影響；並試圖建構評量教師知識結構的有效工具。 　　本研究以台中縣國民中學為抽樣範圍，採立意抽樣共得專家教師樣本35名及新手教師樣本39名。研究工具共計二項，一項為研究者自編的「班級經營口試題目歸類表」，由受試者進行班級經營口試題目分類，將分類結果以Schvaneveldt及其同事（1990）所研發的路徑搜尋法（Pathfinder）進行班級經營知識結構分析，可得到班級經營知識結構三項量化指數：PRX指數、PFC指數、GTD指數；另一項研究工具則為陳木金(2004)所編製的「教室管理效能量表」，由受試者進行班級經營效能評量，可得到班級經營效能的得分。以上所得資料再以描述統計、獨立樣本t檢定、單因子變異數分析、積差相關、淨相關等統計方法進行資料分析。根據資料分析，本研究結果如下： 一、在教師背景變項中，不同導師年資的教師在班級經營知識結構與班級經營　　效能上達顯著性的差異。 二、專家與新手教師在班級經營知識結構的三項量化指數（PRX、PFC、GTD）　　上達顯著性的差異。 三、專家與新手教師在班級經營效能上達顯著性的差異。 四、路徑搜尋法對專家與新手教師具有區別效力。 五、專家比新手教師的知識結構圖（PFNET）更趨近參照結構。 六、班級經營知識結構的三項量化指數（PRX、PFC、GTD）與班級經營效能皆　　達顯著性的相關，其中以PRX指數關係最密切。 　　最後，本研究根據研究結果提出各項建議，以供教學實務上及未來研究參考。 關鍵詞：專家教師、新手教師、班級經營、知識結構、口試題目、路徑搜尋法