國民中學組織學習教師專業成長及其相關因素之研究

• Main Author: 黃權松
• Other Authors: 鍾蔚起
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/52673799489050907117

碩士 === 國立高雄師範大學 === 教育學系 === 90 === A Research on the Relevant Factors Relating Organizational Learning and Teachers’ Professional Growth in Junior High Schools The purpose of this study was to investigate the current status of the organizational learning and teachers’ professional growth in junior high schools; to examine the relevant factors between organizational learning and teachers’ professional growth; to examine the correlation between organizational learning and teachers’ professional growth; to analyze how the status of organizational learning varies according to the variable of teachers’ backgrounds and to the variable of organization backgrounds; to analyze how the status of teachers’ professional growth varies according to the variable of teachers’ backgrounds and to the variable of organization backgrounds; to discuss the predictive effect of the above two variables and organizational learning on teachers’ professional growth. Literature analysis and questionnaire survey were conducted in this research. The sample consisted of 1000 public junior high school teachers in the south of Taiwan-Kaohsiung city, Kaohsiung county and Pingtung county. The ‘Junior high School Situation Survey Scale’ is the main instrument of this research, including ‘Organizational Learning Scale’ and ‘teachers’ Professional Growth Scale.’ 1000 questionnaires were sent out, 861 were reclaimed, and 852 were useful. The reclaim percent is 86.1, and the percent of effective questionnaire is 85.2. Then run the database of effective questionnaires, and discuss. The results of this research revealed: 1. The current status of Organizational Learning and Teachers’ Professional Growth in elementary schools is mostly good. 2. The better the school Organizational Learning is, the better Teachers’Professional Growth will be. 3. There is canonical Correlation between organizational learning and teachers’ professional growth. 4. The status of professional growth is better in favor of male teachers, elder teachers, and veteran teachers. 5. The teachers who graduated from 40-credit-class of graduate school, with group-leader work, and with director work, have better awareness of organizational learning. 6. Teachers who teach at large and small schools or at schools located in downtown have better awareness of organizational learning. 7. The better organization learning happens in schools that have been established for 11-20 years and 31-40 years. 8. The status of professional growth is better in favor of general types of junior high schools. 9. There was no significant difference in teachers’ professional growth between male and female teachers. 10.Elder teachers, veteran teachers, and different level of teachers’ education will have better professional growth. 11.Teachers with administrative work have better professional growth. 12.Teachers who teach at schools with many classes and at schools, which are located in downtown, will better professional growth. 13.Teachers who teach at school lately established will better professional growth. 14.Teachers in different type of school have better professional growth. 15.The sequence of predictive effect of variables on teachers’ professional growth is as following: organizational learning, teachers’ background, and school background. Key words: Organizational learning, Teachers’ professional growth, Junior high school