| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 94 === The purpose of this study were: (1) to explore current condition and the relationship between teacher professional autonomy and school organizational climate in elementary school; (2) to compare differences of teacher’s professional autonomy and school organizational climate in elementary school by background variables; (3) to compare differences of teacher’s professional autonomy among types of school climate; (4) to analyze the correlation between school organizational climate and teacher professional autonomy and its prediction.
This study used questionnaire survey. The sample, including 562 teachers of public elementary schools in Taipei County, was selected by random sampling method. A questionnaire entitled “Teacher Work Condition and School Organizational Climate in Elementary School” was used for data collection. This questionnaire was made up of two parts: part 1 was a scale designed to measure the school organizational climate in elementary school; part 2 was a scale designed to measure the teacher professional autonomy in elementary school.
Statistical methods such as t-test, one-way ANOVA, Pearson correlation, canonical correlation, simple regression and stepwise multiple regression analysis were performed for data analysis.
Main findings of this study were summarized as follows:
(1)The elementary school teachers in Taipei County have sufficient teacher professional ability, teacher autonomy power, and teacher professional autonomy, but they have little “administration participation” in professional autonomy.
(2)The background variables as seniority and position show significant differences in “teacher professional autonomy” and “teacher autonomy power”, and seniority shows significant difference in “teacher professional ability”.
(3)The elementary school organizational climate in Taipei County tends to be open, and the background variables as seniority shows significant difference in “school organizational climate”
(4)There is correlation between climate of elementary schools and teacher professional ability, teacher autonomy power, and teacher professional autonomy in Taipei County. And the elementary school teachers in Taipei County who perceive much “open climate” have much sufficient teacher professional ability, teacher autonomy power, and teacher professional autonomy.
(5)The open climate of elementary schools in Taipei County shows significant prediction power on teacher professional ability, teacher autonomy power, and teacher professional autonomy. Especially “teacher intimate behavior” shows most significant influence.
Based on the findings, conclusions and suggestions for building open climate of elementary schools to improve teacher professional autonomy were made. In addition, suggestions for future studies were proposed.
|
|---|
