稿本 / 論文(碩士)--香港中文大學硏究院敎育學部,1992. / 參考文獻: leaves 127-134 / 伍國雄 = A study of teachers' attitudes toward school change in Hong Kong / Ng Kwok Hung. / 鳴謝 --- p.i / 圖目 --- p.iv / 表目 --- p.v / 論文撮要 --- p.vi / 頁碼 / Chapter 第一章 --- 引言 --- p.1 / Chapter 第一節 --- 研究背景 --- p.1 / Chapter 第二節 --- 研究目的 --- p.3 / Chapter 第三節 --- 研究意義 --- p.3 / Chapter 第二章 --- 文獻探討與理念架構 --- p.5 / Chapter 第一節 --- 組織變革概念 --- p.5 / Chapter 一 . --- 名詞釋義 --- p.5 / Chapter 二 . --- 組織變革的意義 --- p.8 / Chapter 三. --- 組織變革與變革壓力 --- p.9 / Chapter 四. --- 組織變革與變革阻拒 --- p.10 / Chapter 五. --- 組織變革的形成 --- p.14 / Chapter 第二節 --- 學校變革 --- p.18 / Chapter 一. --- 學校變革的研究 --- p.18 / Chapter 二. --- 學校變革的分類及範圃 --- p.19 / Chapter 1. --- 學校變革的類別 --- p.20 / Chapter 2. --- 學校變革的模式 --- p.22 / Chapter 第三節 --- 教師對變革的態度 --- p.25 / Chapter 一. --- 影響教師對變革態度的因素 --- p.25 / Chapter 二 . --- 變革態度與關注理論 --- p.27 / Chapter 三. --- 變革態度與個人傳统性 --- p.32 / Chapter 四. --- 變革態度與組織特性 --- p.36 / Chapter 甲. --- 組織結構 --- p.37 / Chapter 乙. --- 組織文化強度（組織意識形態） --- p.41 / Chapter 丙. --- 組織變革領導方式 --- p.44 / Chapter 五. --- 變革態度與變革本質 --- p.48 / Chapter 第四節 --- 研究理念架構 --- p.51 / Chapter 第三章 --- 研究方法 --- p.58 / Chapter 第一節 --- 研究假設 --- p.58 / Chapter 第二節 --- 研究對象 --- p.61 / Chapter 第三節 --- 研究工具 --- p.61 / Chapter 第四節 --- 資料捜集 --- p.66 / Chapter 第五節 --- 資料分析方法 --- p.67 / Chapter 第四章 --- 結果之分析與討論 --- p.73 / Chapter 第一節 --- 不同背景的教師的變革態度之比較分析 --- p.75 / Chapter 第二節 --- 各單變項的相關分析 --- p.82 / Chapter 第三節 --- 各複變項的分析 --- p.91 / Chapter 第四節 --- 總述 --- p.107 / Chapter 第五章 --- 結論及建議 --- p.112 / Chapter 第一節 --- 結論 --- p.112 / Chapter 第二節 --- 研究限制 --- p.116 / Chapter 第三節 --- 建議 --- p.117 / 附錄 / Chapter 附錄1 --- 教師個人傳统性問卷 --- p.121 / Chapter 附錄2 --- 學校組織文化強度量表 --- p.122 / Chapter 附錄3 --- 學校組織結構問卷 --- p.123 / Chapter 附錄4 --- 校長領導學校變革行為量表 --- p.124 / Chapter 附錄5 --- 教師一般變革態度量表 --- p.125 / Chapter 附錄6 --- 教師關注變革量表 --- p.126 / 參考書目 --- p.127

by Ting-hong Wong. / Thesis (M.Ph.)--Chinese University of Hong Kong, 1988. / Bibliography: leaves [103]-[109].

作者 張滿常 = A study of the relationship between the ... / 據手稿本影印. / 附加書名頁題: 在職小學敎師訓練課程之畢業班學員對科學之態度之硏究. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao ben ying yin. / Fu jia shu ming ye ti: Zai zhi xiao xue jiao shi xun lian ke cheng zhi bi ye ban xue yuan dui ke xue zhi tai du zhi yan jiu. / zuo zhe Zhang Manchang = A study of the relationship between the ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / 作者簡歷 --- p.i / 誌謝 --- p.ii / 圖表目次　 --- p.ix / 論文提要 --- p.xiv / Chapter 第一章 --- 導　言　 --- p.1 / 問題背景　 --- p.1 / 香港在職小學教師訓練課程的發展　 --- p.6 / 研究的意義 --- p.10 / 研究的目的 --- p.11 / 研究的問題　 --- p.11 / 重要的名詞闡釋 --- p.13 / 文獻評述 --- p.15 / 測量科學態度的意義 --- p.15 / 與態度有關的文獻參攷 --- p.23 / 與科學態度有關的文獻參攷 --- p.28 / 本研究的理論基礎：Haladyna Olsen及Shauqhnessy (1982) 的理論模式 --- p.41 / 與本研究中學員回憶中三時期經驗有關的文獻參攷 --- p.60 / Chapter 第二章 --- 研究方法 --- p.64 / 研究的對象與取樣　 --- p.64 / 研究工具 --- p.65 / 研究設計 --- p.76 / 研究程序 --- p.76 / 資料分析 --- p.81 / Chapter 第三章 --- 結果與討論 --- p.83 / 本研究中全體學員對科學的態度及男女學員對科學的態度的差異 --- p.83 / 相關分析結果與討論　 --- p.85 / 複迴歸分析結果與討論 --- p.99 / Chapter 第四章 --- 總結、限制與建議 --- p.124 / 總結 --- p.124 / 研究限制 --- p.129 / 建議 --- p.132 / 參攷書目 英文部分 --- p.138 / 中文部分 --- p.153 / 附錄 --- p.158 / Chapter 　附錄一 / 甲部：學生、教師、學習環境量表 Haladyna 239}0Μ¡Shaughnessy：The Inventory of Affective Aspects of Schooling (IAAS） --- p.158 / 乙部：科學態度量表 Shriqley 239}0Μ¡ Johnson Science Att.tnde Scale (SAS) --- p.162 / Chapter 　附錄二 / 甲部：IAAS　量表中各分項的信度係數及量表的效度 --- p.163 / 乙部：SAS量表的信度係數及其效度 --- p.166 / Chapter 　附錄三　 --- 第一次預試中，IAAS量表內各分項的內在一致性信度 --- p.169 / Chapter 附錄四 --- 第二次預試中，IAAS量表內各分項的內在一致性信度 --- p.172

何明生. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 109-120). / He Mingsheng. / Thesis (M.A.)--Xianggang Zhong wen da xue.

Lee Wing-Sze Wincy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 39-47). / Abstracts in English and Chinese. / ABSTRACT --- p.2 / ACKNOWLEDEGEMENT --- p.4 / TABLE OF CONTENTS --- p.5 / INTRODUCTION OF RESEARCH TOPIC --- p.7 / THEORETICAL OVERVIEW --- p.9 / To be or not to be: Cognitive appraisal of stressful event --- p.9 / Psychological Vulnerability: Attitude towards using computer and computer anxiety --- p.13 / Burnout as the manifestation of occupational strain --- p.15 / Social Support --- p.17 / "The consequences of ""burning out"": Intention to Leave" --- p.19 / PRESENT INVESTIGATION --- p.19 / Confirmatory Analysis --- p.19 / Model specification and model testing --- p.20 / METHOD --- p.22 / Sample --- p.22 / Measurement of theoretical constructs --- p.23 / Pilot Study --- p.26 / RESULTS --- p.27 / Item level confirmatory analysis --- p.27 / Testing of measurement model --- p.30 / Evaluating the structural model --- p.32 / DISCUSSION --- p.34 / Implication of findings --- p.34 / Limitations and future studies --- p.37 / REFERENCES --- p.40 / APPENDIX A --- p.49 / APPENDIX B --- p.50 / APPENDIX C --- p.51 / TABLE 1 TO TABLE4 --- p.58 / FIGURE CAPTION --- p.61 / FIGURE1 --- p.62 / FIGURE2 --- p.63

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-04T11:03:40Z No. of bitstreams: 1 Janaina Stabile Soares Lenzi.pdf: 2125551 bytes, checksum: ef69049777bb38d9a7444f863d3cf383 (MD5) / Made available in DSpace on 2017-10-04T11:03:40Z (GMT). No. of bitstreams: 1 Janaina Stabile Soares Lenzi.pdf: 2125551 bytes, checksum: ef69049777bb38d9a7444f863d3cf383 (MD5) Previous issue date: 2017-09-22 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The present study consists of a field research of a qualitative nature, which seeks to investigate the senses and meanings produced by initial years’ teachers of the elementary education in the city of Londrina regarding the quality of education. Primary education presents significant drop-out rates, reproofing and age-grade distortion that can be considered as indicators of problems in education, and therefore, of the lack of quality in the Brazilian educational system. The initial years of elementary education set the ground stage of basic education, a stage that must be well consolidated so that children continue their studies in a safe and autonomous way. In view of this framework, this study has as a guiding research question: what are the senses and meanings attributed by teachers of the initial years, in Londrina’s municipal network, to the quality of education based on lived reality and experiences? From this it is sought to understand the meanings of teachers regarding quality, as well as the aspects that constitute the educational process’ subjectivity and the quality of education. In order to do that, it is used as methodological and theoretical foundation the sociohistorical psychology, a Vygotskian perspective that has its bases in dialectical-historical materialism. The conversational system of Fernando González Rey (2005) is employed as a research tool, and the analysis takes place through Aguiar and Ozella's nuclei of meaning (2013). In order to substantiate the quality thematic, the research makes a bibliographical survey about the condition of elementary education in Brazil, presenting elements and data that allow to analyze the question of educational quality in this stage of education. It also presents two perspectives on the quality of education: total quality and social quality. The conversational system (interview) was carried out with four teachers of the first years of elementary school, being two third-year regents and two fifth-year regents from schools with distinct educational and socioeconomic realities. One school belongs to a middle-class community and is among the highest IDEBs (Index of Basic Education Development) in the city, and the other belongs to a low-socioeconomic community and is among the lowest IDEBs in the city. According to the teachers’ meanings, it is concluded that total qualities’ principles have great influence on the senses and meanings of the teachers, as well as on the pedagogical work developed in the school. At times the teachers reveal meanings about the social quality of education, especially one of the third year teachers, however, the educational system’s demands articulated to neoliberal principles make it difficult for the school to develop the work according to this perspective. An education based on ethics and freedom that allows the critical appropriation of historically constructed content by all subjects, and thus the formation of conscious and active citizens who strive for a more righteous society for all, are the principles focused by the social quality of education / O presente estudo consite em uma pesquisa de campo de natureza qualitativa, que busca investigar os sentidos e significados produzidos por docentes dos anos iniciais do ensino fundamental do município de Londrina a respeito da qualidade da educação. O ensino fundamental apresenta taxas de abandono escolar, reprovação e distorção idade-série significativas que podem ser consideradas como indicadores de problemas na educação, e assim, da falta de qualidade no sistema educacional brasileiro. Os anos iniciais do ensino fundamental compõem a etapa base da educação básica, etapa que deve ser bem consolidada para que as crianças prossigam os estudos de maneira segura e autônoma. Diante deste quadro este estudo tem como pergunta norteadora para investigação: Quais os sentidos e significados atribuídos por professores dos anos iniciais, da rede municipal de Londrina, à qualidade da educação a partir da realidade vivenciada e de suas experiências? A partir disso busca-se compreender as significações dos professores em relação à qualidade, bem como os aspectos que constituem a subjetividade do processo educacional e da qualidade da educação. Para tanto, utiliza-se como fundamento teórico metodológico a Psicologia Sócio-Histórica, perspectiva Vigotskiana que tem suas bases no Materialismo-Histórico-Dialético. Emprega-se o sistema conversacional de Fernando González Rey (2005) como instrumento de pesquisa, e a análise ocorre por meio dos Núcleos de Significação de Aguiar e Ozella (2013). Para fundamentar a temática qualidade, a pesquisa faz um levantamento bibliográfico sobre a situação do ensino fundamental no Brasil, apresentando elementos e dados que permitem analisar a questão da qualidade educacional nesta etapa de ensino. Também apresenta duas perspectivas sobre o tema qualidade da educação: a qualidade total e a qualidade social. O sistema conversacional (entrevista) foi realizado com quatro professoras dos anos iniciais do ensino fundamental, sendo duas regentes de terceiros anos e duas regentes de quintos anos de escolas que possuem realidades educacionais e socioeconômicas distintas. Uma escola pertence a uma comunidade de classe média e está entre os IDEBs (índice de Desenvolvimento da Educação Básica) mais altos do município, a outra pertence a uma comunidade de baixo nível socioeconômico e está entre os IDEBs mais baixos do município. De acordo com as significações das professoras, conclui-se que os princípios da qualidade total possuem grande influência sobre os sentidos e significados das professoras, bem como sobre o trabalho pedagógico desenvolvido na escola. Em alguns momentos as professoras revelam significações sobre a qualidade social da educação, principalmente uma das professoras de terceiro ano, no entanto, as exigências do sistema educacional articuladas a princípios neoliberais dificultam que a escola desenvolva o trabalho de acordo com esta perspectiva. Uma educação baseada na ética e na liberdade que possibilite a apropriação crítica dos conteúdos historicamente construídos, por todos os sujeitos, e assim, a formação de cidadãos conscientes e ativos que lutem por uma sociedade mais justa para todos são os princípios voltados à qualidade social da educação

This study investigates the influence of inner-city and suburban student teaching upon adjustment and effectiveness of first-year elementary teachers, with secondary attention to their personal and professional problems of adjustment to their initial teaching location. The fifty-five subjects of this study were first-year, inner-city and suburban teachers in the Dallas area. Except for two Black females and three Anglo males, all were Anglo females. The findings of this study support the following conclusions 1. Student-teaching locale should not be the determining factor in deciding the type of school for first-year teachers. 2. Effective inner-city student teachers may be expected to be highly effective teachers in both inner-city schools and those in other locales. 3. Successful student-teaching experiences, regardless of location, can be expected to produce well-adjusted, effective teachers. 4. It can be anticipated that inner-city teachers will experience a negative change in optimism, attitudes toward teaching, general adjustment and mental health during their initial year of teaching. 5. Both suburban and inner-city teachers who enjoyed successful student-teaching experiences can be expected to have good self-perception, empathy, a favorable view of children, confidence regarding classroom discipline, and effectiveness as a teacher.

This dissertation study examined how teachers in four newcomer schools conceptualized and implemented social studies education for newcomer Latino/a youth. I designed this multi-site, collective case study to examine the perspectives and decision making of four social studies teachers' enacted pedagogy for Latino/a newcomer students. I documented how social studies teachers (U.S. History and Global History) were teaching Latino/a newcomer youth within urban newcomer high schools through the research question: how do four secondary teachers conceptualize and implement social studies education for newcomer Latino/a youth? As evidenced in their culturally and linguistically relevant pedagogy, teachers in this study provided constant support, encouragement, and opportunity for Latino/a newcomer students to succeed academically, and encouraged active civic engagement by using students' cultural, linguistic, and civic knowledge and experiences as central to their pedagogy. I analyzed the findings within and across four case studies to develop an emerging grounded theory of culturally and linguistically relevant citizenship education. This developing grounded theory analyzed the intersections of culturally relevant pedagogy, linguistically responsive teaching, and active and engaged citizenship. These intersections and cross-case analysis of the four teachers' social studies pedagogy for newcomer Latino/a students developed five principles of culturally and linguistically relevant citizenship education. These principles included: pedagogy of community, pedagogy of success, pedagogy of making cross-cultural connections, pedagogy of building a language of social studies, and pedagogy of community-based, participatory citizenship. This study has the potential to add to and expand on the discourse regarding social studies pedagogy for culturally and linguistically diverse students (Ladson-Billings, 1995b; Lucas and Villegas, 2011), newcomer schools (Short and Boyson, 2000), English Language Learners (Cruz and Thornton, 2009), and citizenship education for newcomer youth (Salinas, 2006). Possibilities for future research might include examining how Latino/a immigrant students' cultural and linguistic experiences influence their perceptions of social studies and how they conceptualize citizenship. Furthermore, additional research might also explore how the findings in this study may be used to develop a more culturally and linguistically responsive teacher education program, create professional development opportunities for in-service teachers, and examine how elementary teachers and teachers in rural/suburban contexts conceptualize their social studies pedagogy for immigrant youth.

"March 2003." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 238-258). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

龍榮淦 = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 論文(哲學碩士) -- 香港中文大學硏究院敎育學部, 1997. / 參考文獻: leaves 106-119. / Long Ronggan = The attitude of Hong Kong secondary school teacher towards school-based staff development / Lung Wing Kam. / 鳴謝 --- p.i / 目錄 --- p.ii / 圖表目錄 --- p.v / 論文撮要 --- p.vi / 頁碼 / Chapter 第一章 --- 緒論 --- p.1 / Chapter 1.1 --- 背景 --- p.1 / Chapter 1.1.1 --- 教育環境改變 --- p.1 / Chapter 1.1.2 --- 學校管理模式改變 --- p.2 / Chapter 1.1.3 --- 教師成長的需要 --- p.3 / Chapter 1.1.4 --- 組織改進 --- p.3 / Chapter 1.1.5 --- 教師專業化 --- p.4 / Chapter 1.2 --- 研究目的 --- p.5 / Chapter 1.3 --- 研究的意義 --- p.6 / Chapter 第二章 --- 文獻探討 --- p.8 / Chapter 2.1 --- 教職員發展 --- p.8 / Chapter 2.1.1 --- 教職員發展的含義 --- p.8 / Chapter 2.1.2 --- 新舊教職員發展比較 --- p.9 / Chapter 2.1.3 --- 校本教職員發展的內容 --- p.12 / Chapter 2.2 --- 態度的定義 --- p.16 / Chapter 2.3 --- 成長需要強度 --- p.17 / Chapter 2.3.1 --- 需要理論 --- p.18 / Chapter 2.3.1.1 --- 層級理論 --- p.18 / Chapter 2.3.1.2 --- 雙因子理論 --- p.20 / Chapter 2.3.1.3 --- 成長需要強度 --- p.21 / Chapter 2.4 --- 感受的工作困難程度 --- p.25 / Chapter 2.5 --- 職業階段理論 --- p.26 / Chapter 2.5.1 --- 職業階段理論 --- p.26 / Chapter 2.5.2 --- 教學年資、職級、職位與職業階段 --- p.29 / Chapter 2.6 --- 學校氣氛 --- p.31 / Chapter 2.6.1 --- 學校氣氛研究的發展 --- p.32 / Chapter 2.6.1.1 --- 組織氣氛描述問卷 --- p.33 / Chapter 2-6.1.2 --- 修訂的組織氣氛描述問卷 --- p.34 / Chapter 2.6.1.3 --- 組織氣氛指數 --- p.35 / Chapter 2.6.1.4 --- 健康組織問卷 --- p.36 / Chapter 2.6.1.5 --- 小結 --- p.37 / Chapter 2.6.2 --- 學校氣氛的三個方面 --- p.37 / Chapter 2.6.2.1 --- 人際關係氣氛 --- p.37 / Chapter 2.6.2.2 --- 決策參與氣氛 --- p.38 / Chapter 2.6.2.3 --- 專業取向氣氛 --- p.40 / Chapter 2.6.3 --- 小結 --- p.42 / Chapter 2.7 --- 總結 --- p.43 / Chapter 第三章： --- 理論架構 --- p.44 / Chapter 3.1 --- 前言 --- p.44 / Chapter 3.2 --- 校本教職員發展 --- p.44 / Chapter 3.3 --- 參與校本教職員發展的經驗 --- p.45 / Chapter 3.4 --- 教師態度 --- p.46 / Chapter 3.5 --- 成長需要強度 --- p.46 / Chapter 3.6 --- 感受的工作困難程度 --- p.47 / Chapter 3.7 --- 教學年資、職級、職位與職業階段 --- p.47 / Chapter 3.8 --- 學校氣氛 --- p.48 / Chapter 3.9 --- 理論架構 --- p.49 / Chapter 3.10 --- 研究問題 --- p.49 / Chapter 第四章 --- 硏究方法 --- p.53 / Chapter 4.1 --- 前言 --- p.53 / Chapter 4.2 --- 定義 --- p.53 / Chapter 4.2.1 --- 香港中學教師 --- p.53 / Chapter 4.2.2 --- 校本教職員發展 --- p.53 / Chapter 4.2.3 --- 校本教職員發展態度 --- p.54 / Chapter 4.2.4 --- 參與校本教職員發展的經驗 --- p.54 / Chapter 4.2.5 --- 成長需要強度 --- p.54 / Chapter 4.2.6 --- 感受的工作困難程度 --- p.54 / Chapter 4.2.7 --- 職級、職位及教學年資 --- p.54 / Chapter 4.2.8 --- 學校氣氛 --- p.55 / Chapter 4.3 --- 抽樣方法 --- p.55 / Chapter 4.4 --- 分析單位 --- p.56 / Chapter 4.5 --- 研究假設 --- p.56 / Chapter 4.6 --- 調查工具 --- p.58 / Chapter 4.6.1 --- 教師的基本個人資料 --- p.58 / Chapter 4.6.2 --- 教師的成長需要強度 --- p.59 / Chapter 4.6.3 --- 參與校本教職員發展的經驗 --- p.59 / Chapter 4.6.4 --- 感受的工作困難程度 --- p.59 / Chapter 4.6.5 --- 學校氣氛 --- p.60 / Chapter 4.6.6 --- 校本教職員活動的態度 --- p.61 / Chapter 4.7 --- 跟進訪問 --- p.61 / Chapter 4.7.1 --- 跟進訪問目的 --- p.61 / Chapter 4.7.2 --- 跟進訪問進行步驟 --- p.61 / Chapter 4.7.3 --- 訪問情況 --- p.62 / Chapter 4.8 --- 分析工具 --- p.62 / Chapter 4.9 --- 研究限制 --- p.63 / Chapter 第五章 --- 結果分析與討論 --- p.65 / Chapter 5.1 --- 個人特徵分析 --- p.65 / Chapter 5.2 --- 態度變項分析 --- p.65 / Chapter 5.3 --- 不同個人特徵教師對校本教職員發展的態度之比較分析 --- p.69 / Chapter 5.3.1 --- 不同性別教師的態度 --- p.69 / Chapter 5.3.2 --- 不同學歷教師的態度 --- p.71 / Chapter 5.3.3 --- 教師職級與各態度變項的關係 --- p.72 / Chapter 5.3.4 --- 教師職位與各態度變項的關係 --- p.73 / Chapter 5.3.5 --- 教學年資與各態度變項的關係 --- p.74 / Chapter 5.4 --- 態度變項與其他變項的相關分析 --- p.75 / Chapter 5.4.1 --- 教師參與校本教職員發展經驗與態度變項的關係 --- p.75 / Chapter 5.4.2 --- 教師成長需要強度與態度變項的關係 --- p.78 / Chapter 5.4.3 --- 教師感受的工作困難程度與態度變項的關係 --- p.79 / Chapter 5.4.4 --- 教師感知的學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.1 --- 教師感知的人際關係學校氣氛與態度變項的關係 --- p.80 / Chapter 5.4.4.2 --- 教師感知的決策參與程度之學校氣氛與態度變項 的關係 --- p.81 / Chapter 5.4.4.3 --- 教師感知的專業取向之學校氣氛與態度變項的關 係 --- p.82 / Chapter 5.4.5 --- 小結 --- p.83 / Chapter 5.5 --- 複變項的分析 --- p.84 / Chapter 5.5.1 --- 中學教師對校本教職員發展個人層面活動之態度和 各變項的迴歸分析 --- p.85 / Chapter 5.5.2 --- 中學教師對校本教職員發展小組層面活動之態度和 各變項的迴歸分析 --- p.87 / Chapter 5.5.3 --- 中學教師對校本教職員發展學校層面活動之態度和 各變項的迴歸分析 --- p.89 / Chapter 5.5.4 --- 小結 --- p.92 / Chapter 5.6 --- 跟進訪問 --- p.92 / Chapter 5.7 --- 總結 --- p.96 / Chapter 第六章 --- 結論及建議 --- p.98 / Chapter 6.1 --- 結論 --- p.98 / Chapter 6.2 --- 建議 --- p.102 / Chapter 6.2.1 --- 實用方面 --- p.102 / Chapter 6.2.2 --- 研究方面 --- p.103 / Chapter 6.3 --- 總結 --- p.105 / 參考資料 --- p.106 / 附錄調查問卷 --- p.120