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題名 | 教育專業承諾發展模式之研究 |
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作者姓名(中文) | 李新鄉; | 書刊名 | 嘉義師院學報 |
卷期 | 8 1994.11[民83.11] |
頁次 | 頁93-144 |
分類號 | 523.35 |
關鍵詞 | 教育; |
語文 | 中文(Chinese) |
中文摘要 | 本研究之主要目的在建構及驗證我國文化背景下國小教師教育專業承諾發展的假想進路模式。本研究分別採用文獻分析法及問卷調查法進行理論探索和實證研究;在問卷調查部分,本研究有效樣本1231位,乃由全臺灣地區十個市、縣72所國小老師經分層立意抽樣而來。經文獻分析、本研究歸結出自尊、角色認同顯著性、學校文化經驗、專業工作知覺、留業歸因等五個影響教育專業承諾發展之重要變項,由此建構我國教育專業承諾發展之假想理論模式。此一假想模式經實際驗證後發現: 一、自尊、教師角色認同、留業歸因對教育專業承諾有直接影響效果; 二、學校文化差距變項,透過留業歸因變項,對教育專業承諾有間接影響效果; 三、自尊與角色認同對學校文化一致性、學校文化差距、專業工作知覺均有直接影響效果。 最後並依據此實證發現,修正了原假想發展徑路模式。 |
英文摘要 | The purpose of this study is to construct and test the proposed developmental path model of professional commitment based on the cultural situation in Taiwan. According to the literature analysis, there are five variables generalized and constructed in the proposed model. They are: (1)self-esteem, (2)salience on a given identity, (3)perception of school culture, (4)perception of professional work, (5)attribution of one's occupational attachment. After being practically verified, the effect of the path is founded as following: (1)Self-esteem, salience on a given identity, the attribution of one's occupational attachment have direct effect on the professional commitment. (2)Different perceptions of school culture has indirect effect on the professional commitment. (3)Self-esteem and salience on a given identity have direct effect on the different perception of school culture and the perception of professional work. The proposed path model was then revised according to the findings mentioned above. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。