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題 名 | 國小教師權能感及其影響因素之研究=The Study of Teacher Empowerment of Elementary School Teachers |
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作 者 | 鍾任琴; | 書刊名 | 嘉義師院學報 |
卷 期 | 11 1997.11[民86.11] |
頁 次 | 頁157-185 |
分類號 | 522.2 |
關鍵詞 | 教師權能; 教育改革; 教育權; 教育專業; Teacher empowerment; Educational reform; Education right; Educational profession; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要的目的在探討國民小學教師權能現況及其影響因素。採用文 獻分析及問卷調查法,以臺北市、高雄市及臺灣省公立國民小學教師為樣本,計得有效樣本 1122 人。 本研究之主要發現為;一、國民小學教師權能感僅達中等或以下程度,以個人教 學效能感為最高,次之依序為專業成長權能、教學自主權能、專業地位與影響力、一般自我 效能感,而最消極則為參與決策權能。二、個人、學校、社會的知覺變項九個因素能解釋整 體權能感的 60 %變異量;較重要的預測因素為校長領導、學校特徵、師生關係、親師關係 、重要他人、教改運動等六個因素。三、校長領導、學校特徵、師生關係、親師關係、重要 他人等五個因素,能有效預測專業成長、教學自主、參與決策、專業地位與影響、教學自我 效能、一般自我效能等六個分層面的權能感。四、校長領導、師生關係、學校特徵、教育法 令、教改運動、專業覺知等六個因素,能有效預測專業成長、參與決策、教學自我效能、一 般自我效能等四個分層面的權能感。 |
英文摘要 | The major purposes of this study are to understand the current state of teacher empowerment at elementary schools in Taiwan; and to analyze the impact as well as to explain the predictability of individual, school, and social factors on teacher empowerment. Research methods applied in this study include document analysis and questionnaire survey. Samples selected for this study are teachers from public elementary schools in Taiwan. There are 1122 valid objects of elementary school teachers. Coming out of this study, the major findings are as follows: (1)The degree of teacher empowerment at elementary schools has just reached mid-level, especially, decision-making shows the lowest score. (2)The variance of teacher empowerment explained by nine perceived variables of individual, school, and social factors reaches 60%. Important predictive variables include: leadership of principal, Characteristics of school organization, teacherstudent relationship, teacher-parent relationship, significant other, educational belief, educational policy and law, and educational reform. |
本系統中英文摘要資訊取自各篇刊載內容。