| Summary: | 碩士 === 國立高雄師範大學 === 教育學系 === 95 === This study aims to understand the current status of teacher’s professional development , the degree of teacher’s perception of school effectiveness , and analyse the differences of teacher’s professional development and perception of school effectiveness in different background variables , then discuss the relationship between teacher’s professional development and perception of school effectiveness , finally , predict the school effectiveness from teacher’s professional development and background variables.
Both literature review and questionnaire survey were applied in this study，Questionnaires are delivered to 11596 elementary school teachers in Kaohsiung City and Kaohsiung County according to the stratified random,
870 copies of questionnaires are distributed and 820 copies return. Among them, 745 copies are effective and 85.63%, were valid. The main instruments of this research was “Questionnaire of teachers’ professional development and school effectiveness in elementary schools relations.” The data analyzed by SPSS with the Standard Deviation (SD), average, t-test, one-way MANOVA, canonical correlation, and multiple step-wise regression analysis.
The following were the results of the study, based on statistical analysis：
1. The current status of teacher’s professional development is acceptable.
2. Some teachers of different background variables have significant differences in the current status of teacher’s professional development, some teachers don’t.
3. The current status of teacher’s perception of school effectiveness is acceptable.
4. Some teachers of different background variables have significant differences in the current status of teacher’s perception of school effectiveness, some teachers don’t.
5. Teacher’s professional development has a positive correlation with teacher’s perception of school effectiveness.
6. Teacher’s professional development and background variables can predict their perceptions of school effectiveness.
According to the results and conclusions, the researcher has presented nine suggestions：
1. Supervise teacher’s professional development activities at school to promote the school effectiveness.
2. Carry out school-base further education to improve the school effectiveness.
3. Cheer students to promote their learning achievement.
4. Apply the class-group model to promote instructional quality.
5. Develop student guidance and counseling to promote the school effectiveness.
6. Cultivate teacher’s educational professional spirit to inspire teachers.
7. Establish good public relation to run the school management smoothly.
8. Utilize school advantages to promote the school effectiveness.
9. Suggestion for following analysis about the objects of study, variables and methods.
|
|---|
