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題名 校長民主教學視導信念、教師學術樂觀與教師敬業關係之研究－以新北市國民中學為例
A study on relationship among the principal democratic instrcutional supervision belief, teacher academic optimism and teacher engagement of junior high schools in New Taipei City作者 楊文彥
Yang, Wen-Yen貢獻者 郭昭佑
Guo, Chao-Yu
楊文彥
Yang, Wen-Yen關鍵詞 教學視導
教師學術樂觀
教師敬業
PLS-SEM
Instrcutional supervision
Teacher academic optimism
Teacher engagement
PLS-SEM日期 2017 上傳時間 24-Jul-2017 12:16:57 (UTC+8) 摘要 本研究旨在探究新北市立國中校長民主教學視導信念、教師學術樂觀與教師敬業之關係。本研究採問卷調查法進行探究，共抽取315名新北市轄內公立學校編制內教師，以描述性統計、獨立樣本t考驗、變異數分析、積差相關、邏輯迴歸、結構方程式模型進行統計分析；其研究結果顯示：(1)新北市國中教師知覺校長民主教學視導信念屬高等程度；新北市國中教師學術樂觀程度屬中高程度；新北市國中教師教師敬業程度屬中高程度；(2) 新北市國中教師知覺校長民主教學視導信念在各背景變項均沒有顯著差異；(3)新北市國中教師的教師學術樂觀在性別、年齡、最高學歷、主要任教科目、服務年資、學校地區沒有顯著差異。但在現任職務上，兼行政教師情形高於導師。學校規模上小型學校情形高於中型學校，大型學校高於中型學校；(4)新北市國中教師敬業在性別、年齡、最高學歷、主要任教科目、服務年資、學校規模沒有顯著差異。但在現任職務上，兼行政教師情形高於導師，學校地區上偏鄉學校高於都市學校；(5) 校長民主教學視導信念與教師學術樂觀呈顯著正相關；校長民主教學視導信念與教師敬業呈顯著正相關 ；教師學術樂觀與教師敬業呈顯著正相關；(6)校長民主教學視導信念與教師學術樂觀對教師敬業有顯著的預測力；(7)教師學術樂觀對校長民主教學視導信念與教師敬業具有部分中介的效果。
The purpose of the study is to investigate the relationship among Principal Democratic Instrcutional Supervision Belief, Teacher Academic Optimism and Teacher Engagement of junior high school teachers in New Taipei City. The survey participants consist of 315 junior high teachers in New Taipei City. The researcher adopted survey method, and the data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, logistic regression, and PLS-SEM. The statistical result reveals that: (1) the level of Principal Democratic Instrcutional Supervision Belief is high; the level of Teacher Academic Optimism is mid-high; the level of Teacher Engagement is mid-high; (2) there is no significant difference of Principal Democratic Instrcutional Supervision Belief in all background variables; (3) there is no significant difference of Teacher Academic Optimism in gender, age, degree, subject, seniority, and school location; however, administrative teachers are higher than homeroom teacher; teachers in small size school are higher than middle size schoo; teachers in large size school are higher than middle school; (4) there is no significant difference of Teacher Engagement in gender, age degree, subject, seniority, and school size; however administrative teachers are higher than homeroom teacher; teachers in rural schools are higher than city schools; (5) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism shows positive correlation; Teacher Academic Optimism and Teacher Engagement shows positive correlation; Principal Democratic Instrcutional Supervision Belief and Teacher Engagement shows positive correlation; (6) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism have significant predictablility to eacher Engagement; (7) Teacher Academic Optimism has partial mediation effect between Principal Democratic Instrcutional Supervision Belief and Teacher Engagement.參考文獻 中文部分行政院教育改革審議委員會（1996）。教育改革總諮議報告書。台北：行政院教改會。余民寧（2005）。心理與教育統計學（修訂二版）。臺北市：三民。吳明隆（2000）。SPSS 統計應用實務。臺北市：松崗。吳培源（2005）。教學視導－觀念、知能與實務。臺北市：心理。呂木琳（1998）。教學視導—理論與實務。臺北市：五南。呂木琳（2002）。教學視導—理論與實務（二版）。臺北市：五南。呂木琳（2010）。教學視導：促進教師專業發展。臺北市：五南。邱錦昌（1995）。教育視導之理論與實際。臺北市：五南。 邱錦昌（2002）。教育視導之理論與實際（二版）。臺北市：五南。孫文梅、呂紅梅、嚴文蕃、郭芳芳（2010）。學校學業樂觀: 提升學生學業成就的合 力。北京師範大學學報( 社會科學版) ，6，45-51。秦夢群（1998）。教育行政－理論部分。臺北市：五南。 秦夢群（2010）。教育領導理論與應用。臺北市：五南。秦夢群（2011）。教育行政理論與模式。臺北市：五南。國立編譯館 (主編)（2001）。教育大辭書。臺北市：文景。張文蕙（2011）。部屬敵意歸因風格、知覺主管不當監督與工作敬業心關係之研究： 以情緒調節自我效能感為調節變項（未出版之碩士論文）。國立中山大學，高雄 市。張明輝（1999）。學校教育與行政革新研究。臺北市：師大書苑。張奕華（2009）。分散式領導、教師學術樂觀與學生學習成就關係之研究。行政院國 家科學委員長專題研究計畫(NSC98-2410-H004-011)。臺北市：國立政治大學。張奕華、許正妹、顏弘欽（2011）。「國民小學教師學術樂觀量表」之發展與衡量。《測驗學刊》專刊正向心理特質的測量，4，261-289。張逢洲（2012）。教學視導對國中自然科教師教學效能影響之個案研究（未出版之碩 士論文）。國立彰化師範大學，彰化縣。張慈娟（1997）。國民小學校長教學領導與學校效能之研究（未出版之碩士論文）。國 立新竹師範學院國民教育研究所，新竹市。張德銳（1991）教學視導的權變途徑。國立編譯館館刊，20(2)，249-273。張慶勳（2004）。國小校長領導風格與行為之研究。國立屏東師院學報，20，1-38。郭昭佑（1996）。教學視導－行政視導無法兼顧的層面。研習資訊，13（1），25-29。郭昭佑、陳怡寧（2016）。校長在教學視導上的角色與行動架構。教育研究月刊，265， 77-90。郭淑芳（2005）。國民小學實施教學視導與教師專業成長之相關研究以臺南市為例（未 出版之碩士論文）。國立臺南大學，臺南市。郭淑芳（2005）。國民小學實施教學視導與教師專業成長之相關研究－以臺南市為例 （未出版之碩士論文）。國立臺南大學，臺南市。陳李惠慈（2013）。2012 年美國職場滿意度調查。經濟部人才快訊電子報。 取自 http://itriexpress.blogspot.tw/2013/10/2012.html陳建志（2013）。校長教學視導、教師知識分享與教師專業發展關係之關係－運用中 介效果模式驗證。當代教育研究季刊，21（2），69-111。湯家偉、吳政達（2016）。結構方程模式：偏最小平方法PLS-SEM。臺北市：高教出 版。新北市教育局（2014）。103年教育統計年報。取自 http://tedl.ntpc.edu.tw/stat/1%E7%B5%B1%E8%A8%88%E5%B9%B4%E5%A0%B 1/1-3_103%E5%B9%B4%E6%95%99%E8%82%B2%E7%B5%B1%E8%A8%88% E5%B9%B4%E5%A0%B1.pdf廖介敏（2014）。桃園縣國民中學教師學術樂觀與組織公民行為關係之研究（未出版 之碩士論文）。國立政治大學，臺北市。劉幼玲（2010）。學業樂觀的引入及對我國教育的啟示。基礎教育，7(9)，59-62。鄭怡婷（2007） 。人資顧客服務代表的角色壓力與工作滿意、工作投入、留任意願 之關聯－以知覺人力資源部門主管支持為調節變項（未出版之碩士論文），國立 中央大學，桃園市。謝文全（1998）。教育行政－理論與實務。新北市：文景。謝文全（1999）。教學視導的意義與原則－並以英國教學視導制度為例。課程與教學 季刊，2，1-14。羅清水（2000）。教學視導在教師專業發展的意義。教育人力與專業發展雙月刊，17 （2），取自http://study.naer.edu.tw/UploadFilePath/dissertation/l017_02_011.htm。 西文部份Babcock- Roberson, M. 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國立政治大學
教育學系
104152003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0104152003 資料類型 thesis dc.contributor.advisor 郭昭佑 zh_TW dc.contributor.advisor Guo, Chao-Yu en_US dc.contributor.author (Authors) 楊文彥 zh_TW dc.contributor.author (Authors) Yang, Wen-Yen en_US dc.creator (作者) 楊文彥 zh_TW dc.creator (作者) Yang, Wen-Yen en_US dc.date (日期) 2017 en_US dc.date.accessioned 24-Jul-2017 12:16:57 (UTC+8) - dc.date.available 24-Jul-2017 12:16:57 (UTC+8) - dc.date.issued (上傳時間) 24-Jul-2017 12:16:57 (UTC+8) - dc.identifier (Other Identifiers) G0104152003 en_US dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111378 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 教育學系 zh_TW dc.description (描述) 104152003 zh_TW dc.description.abstract (摘要) 本研究旨在探究新北市立國中校長民主教學視導信念、教師學術樂觀與教師敬業之關係。本研究採問卷調查法進行探究，共抽取315名新北市轄內公立學校編制內教師，以描述性統計、獨立樣本t考驗、變異數分析、積差相關、邏輯迴歸、結構方程式模型進行統計分析；其研究結果顯示：(1)新北市國中教師知覺校長民主教學視導信念屬高等程度；新北市國中教師學術樂觀程度屬中高程度；新北市國中教師教師敬業程度屬中高程度；(2) 新北市國中教師知覺校長民主教學視導信念在各背景變項均沒有顯著差異；(3)新北市國中教師的教師學術樂觀在性別、年齡、最高學歷、主要任教科目、服務年資、學校地區沒有顯著差異。但在現任職務上，兼行政教師情形高於導師。學校規模上小型學校情形高於中型學校，大型學校高於中型學校；(4)新北市國中教師敬業在性別、年齡、最高學歷、主要任教科目、服務年資、學校規模沒有顯著差異。但在現任職務上，兼行政教師情形高於導師，學校地區上偏鄉學校高於都市學校；(5) 校長民主教學視導信念與教師學術樂觀呈顯著正相關；校長民主教學視導信念與教師敬業呈顯著正相關 ；教師學術樂觀與教師敬業呈顯著正相關；(6)校長民主教學視導信念與教師學術樂觀對教師敬業有顯著的預測力；(7)教師學術樂觀對校長民主教學視導信念與教師敬業具有部分中介的效果。 zh_TW dc.description.abstract (摘要) The purpose of the study is to investigate the relationship among Principal Democratic Instrcutional Supervision Belief, Teacher Academic Optimism and Teacher Engagement of junior high school teachers in New Taipei City. The survey participants consist of 315 junior high teachers in New Taipei City. The researcher adopted survey method, and the data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, logistic regression, and PLS-SEM. The statistical result reveals that: (1) the level of Principal Democratic Instrcutional Supervision Belief is high; the level of Teacher Academic Optimism is mid-high; the level of Teacher Engagement is mid-high; (2) there is no significant difference of Principal Democratic Instrcutional Supervision Belief in all background variables; (3) there is no significant difference of Teacher Academic Optimism in gender, age, degree, subject, seniority, and school location; however, administrative teachers are higher than homeroom teacher; teachers in small size school are higher than middle size schoo; teachers in large size school are higher than middle school; (4) there is no significant difference of Teacher Engagement in gender, age degree, subject, seniority, and school size; however administrative teachers are higher than homeroom teacher; teachers in rural schools are higher than city schools; (5) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism shows positive correlation; Teacher Academic Optimism and Teacher Engagement shows positive correlation; Principal Democratic Instrcutional Supervision Belief and Teacher Engagement shows positive correlation; (6) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism have significant predictablility to eacher Engagement; (7) Teacher Academic Optimism has partial mediation effect between Principal Democratic Instrcutional Supervision Belief and Teacher Engagement. en_US dc.description.tableofcontents 第一章 緒論 1第一節 研究動機 1第二節 研究目的與研究問題 3第三節 名詞釋義 4第四節 研究範圍與限制 5第二章 文獻探討 6第一節 校長民主教學視導信念概念與相關研究 6第二節 教師學術樂觀概念與相關研究 19第三節 教師敬業概念與相關之研究 29第四節 校長民主教學視導信念、教師學術樂觀與教師敬業相關之研究 33第三章 研究設計與實施 36第一節 研究架構與研究假設 36第二節 研究對象 38第三節 研究工具 41第四節 資料處理與分析 48第五節 研究程序 51第四章 研究結果與討論 53第一節 新北市國中校長民主教學視導信念、教師學術樂觀與教師敬業之現況 53第二節 不同背景變項新北市國中校長民主教學視導信念、教師學術樂觀與教師敬業之現況 60第三節 新北市國中校長民主教學視導信念、教師學術樂觀與教師敬業之相關與綜合預測分析 86第四節 新北市國中校長民主教學視導信念、教師學術樂觀與教師敬業之結構關係模型 90第五章 結論與建議 95第一節 結論 95第二節 建議 99參考文獻 101中文部分 101西文部份 104附錄一、「校長民主教學視導信念、教師學術樂觀與教師敬業關係之研究」專家名單及內容效度修正前後對照表 110附錄二、「校長民主教學視導信念、教師學術樂觀與教師敬業關係之研究」正式問卷 118附錄三、教學視導信念問卷使用同意書 123附錄四、教師學術樂觀信念使用同意書 124附錄五、工作敬業量表使用同意書 125 zh_TW dc.format.extent 1861945 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0104152003 en_US dc.subject (關鍵詞) 教學視導 zh_TW dc.subject (關鍵詞) 教師學術樂觀 zh_TW dc.subject (關鍵詞) 教師敬業 zh_TW dc.subject (關鍵詞) PLS-SEM zh_TW dc.subject (關鍵詞) Instrcutional supervision en_US dc.subject (關鍵詞) Teacher academic optimism en_US dc.subject (關鍵詞) Teacher engagement en_US dc.subject (關鍵詞) PLS-SEM en_US dc.title (題名) 校長民主教學視導信念、教師學術樂觀與教師敬業關係之研究－以新北市國民中學為例 zh_TW dc.title (題名) A study on relationship among the principal democratic instrcutional supervision belief, teacher academic optimism and teacher engagement of junior high schools in New Taipei City en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 中文部分行政院教育改革審議委員會（1996）。教育改革總諮議報告書。台北：行政院教改會。余民寧（2005）。心理與教育統計學（修訂二版）。臺北市：三民。吳明隆（2000）。SPSS 統計應用實務。臺北市：松崗。吳培源（2005）。教學視導－觀念、知能與實務。臺北市：心理。呂木琳（1998）。教學視導—理論與實務。臺北市：五南。呂木琳（2002）。教學視導—理論與實務（二版）。臺北市：五南。呂木琳（2010）。教學視導：促進教師專業發展。臺北市：五南。邱錦昌（1995）。教育視導之理論與實際。臺北市：五南。 邱錦昌（2002）。教育視導之理論與實際（二版）。臺北市：五南。孫文梅、呂紅梅、嚴文蕃、郭芳芳（2010）。學校學業樂觀: 提升學生學業成就的合 力。北京師範大學學報( 社會科學版) ，6，45-51。秦夢群（1998）。教育行政－理論部分。臺北市：五南。 秦夢群（2010）。教育領導理論與應用。臺北市：五南。秦夢群（2011）。教育行政理論與模式。臺北市：五南。國立編譯館 (主編)（2001）。教育大辭書。臺北市：文景。張文蕙（2011）。部屬敵意歸因風格、知覺主管不當監督與工作敬業心關係之研究： 以情緒調節自我效能感為調節變項（未出版之碩士論文）。國立中山大學，高雄 市。張明輝（1999）。學校教育與行政革新研究。臺北市：師大書苑。張奕華（2009）。分散式領導、教師學術樂觀與學生學習成就關係之研究。行政院國 家科學委員長專題研究計畫(NSC98-2410-H004-011)。臺北市：國立政治大學。張奕華、許正妹、顏弘欽（2011）。「國民小學教師學術樂觀量表」之發展與衡量。《測驗學刊》專刊正向心理特質的測量，4，261-289。張逢洲（2012）。教學視導對國中自然科教師教學效能影響之個案研究（未出版之碩 士論文）。國立彰化師範大學，彰化縣。張慈娟（1997）。國民小學校長教學領導與學校效能之研究（未出版之碩士論文）。國 立新竹師範學院國民教育研究所，新竹市。張德銳（1991）教學視導的權變途徑。國立編譯館館刊，20(2)，249-273。張慶勳（2004）。國小校長領導風格與行為之研究。國立屏東師院學報，20，1-38。郭昭佑（1996）。教學視導－行政視導無法兼顧的層面。研習資訊，13（1），25-29。郭昭佑、陳怡寧（2016）。校長在教學視導上的角色與行動架構。教育研究月刊，265， 77-90。郭淑芳（2005）。國民小學實施教學視導與教師專業成長之相關研究以臺南市為例（未 出版之碩士論文）。國立臺南大學，臺南市。郭淑芳（2005）。國民小學實施教學視導與教師專業成長之相關研究－以臺南市為例 （未出版之碩士論文）。國立臺南大學，臺南市。陳李惠慈（2013）。2012 年美國職場滿意度調查。經濟部人才快訊電子報。 取自 http://itriexpress.blogspot.tw/2013/10/2012.html陳建志（2013）。校長教學視導、教師知識分享與教師專業發展關係之關係－運用中 介效果模式驗證。當代教育研究季刊，21（2），69-111。湯家偉、吳政達（2016）。結構方程模式：偏最小平方法PLS-SEM。臺北市：高教出 版。新北市教育局（2014）。103年教育統計年報。取自 http://tedl.ntpc.edu.tw/stat/1%E7%B5%B1%E8%A8%88%E5%B9%B4%E5%A0%B 1/1-3_103%E5%B9%B4%E6%95%99%E8%82%B2%E7%B5%B1%E8%A8%88% E5%B9%B4%E5%A0%B1.pdf廖介敏（2014）。桃園縣國民中學教師學術樂觀與組織公民行為關係之研究（未出版 之碩士論文）。國立政治大學，臺北市。劉幼玲（2010）。學業樂觀的引入及對我國教育的啟示。基礎教育，7(9)，59-62。鄭怡婷（2007） 。人資顧客服務代表的角色壓力與工作滿意、工作投入、留任意願 之關聯－以知覺人力資源部門主管支持為調節變項（未出版之碩士論文），國立 中央大學，桃園市。謝文全（1998）。教育行政－理論與實務。新北市：文景。謝文全（1999）。教學視導的意義與原則－並以英國教學視導制度為例。課程與教學 季刊，2，1-14。羅清水（2000）。教學視導在教師專業發展的意義。教育人力與專業發展雙月刊，17 （2），取自http://study.naer.edu.tw/UploadFilePath/dissertation/l017_02_011.htm。 西文部份Babcock- Roberson, M. 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