| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 91 === A Study of the Relationship Between Teachers’ Professional Growth and Schools’ Effectiveness in Junior High Schools in Kaohsiung City
Abstract
This study aims to investigate the relationship between teachers’ professional growth and schools’ effectiveness in junior high schools in Kaohsiung. In addition, suggestions from this research are intended to offer a frame of reference to promote schools’ effectiveness.
First, five dimensions of teachers’ professional growth as well as five dimensions of schools’ effectiveness are inducted from literature review. Based on the connotation obtained, a questionnaire was conducted on an investigation of the relationship of teachers’ professional growth and schools’ effectiveness in junior high schools in Kaohsiung city. 730 participants were randomly selected among junior high school teachers in Kaohsiung city. 624 out of the 647 questionaires returned were usable. The data collected were analyzed using the SPSS statistical package, including mean, standard deviation, percentage, t-test, ANOVA, Person’s Product-moment correlation, Scheffe’ method, stepwise multiple regression.
The purposes of this study are presented as follows:
1. To survey the state of teachers’ professional growth in junior high schools.
2. To survey the state of schools’ effectiveness in junior high schools.
3. To analyze the relationship between teachers’ professional growth and schools’ effectiveness in junior high schools.
4. To investigate the predictability of teachers’ professional growth in schools’ effectiveness in junior high school.
5. To investigate the predictability of schools’ effectiveness in teachers’ professional growth in junior high schools.
6. To offer suggestions as reference to promote teachers’ professional growth and schools’ effectiveness.
According to the analysis of literature review and the results of the questionnaires, the conclusions of this study are as follows:
1. Awareness of Junior High School teachers’ professional growth and schools’ effectiveness in Kaohsiung city is satisfactory.
2. Awareness of home-room teachers and non-home-room teachers concerning teachers’ professional growth as well as school effectiveness is less than that of adjunct administrative teachers。
3. Awareness of teachers with less than 5 years’ teaching experiences concerning teachers’ professional growth is less than that of teachers with more than 31 years’ teaching experiences。
4. Awareness of large and medium school teachers concerning school effectiveness is more than that of small school teachers。
5. Awareness of urban school teachers concerning school effectiveness is more than that of suburban school teachers。
6. Teachers’ professional growth is a significant predictor of school efficiency. Their professional attitude is the primary predictive variable.
7. Schools’ effectiveness is a significant predictor of teachers’ professional growth. The culture of school is the primary predictive variable.
8. Teachers’ professional growth is highly correlated with schools’ effectiveness. The better teachers’ professional growth is, the more satisfactory schools’ effectiveness will be, and vice versa.
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