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.
| Identifer | oai:union.ndltd.org:CHENGCHI/G0095911012 |
| Creators | 陳韋伊 |
| Publisher | 國立政治大學 |
| Source Sets | National Chengchi University Libraries |
| Language | 中文 |
| Detected Language | English |
| Type | text |
| Rights | Copyright © nccu library on behalf of the copyright holders |
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