A Study on the Relationship between Teachers’ Professional Development Motivation and School Organizational Health of Elementary Schools in Taoyuan County, Hsinchu County and City, and Miaoli County

• Main Authors: LIU, MIN-WEN, 劉敏雯
• Other Authors: Chih-Cheng Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/50943938786716429226

碩士 === 國立新竹教育大學 === 教育學系碩士班 === 96 === Abstract This research focuses on discussing the relationship between teachers’ professional development motivation and school organizational health in elementary schools. Besides, this study was conducted to understand the state of play between teachers’ professional development motivation and school organizational health in the elementary schools, and to actualize the differences between teachers’ population and school environment variables in these two aspects. Lastly, the relation and predictability of teachers’ professional development motivation and school organizational health were analyzed. This research focused on the questionnaire-survey method as well as semi structured interviews, and inquired regarding public elementary school teachers in Taoyuan County, Hsinchu City and County, and Miaoli County. 108 elementary schools were chosen and 800 subjects were given questionnaires to fill out. A total of 752 questionnaires were returned. 731 valid samples of data were analyzed. Out of those, 91.4% were valid (731 out of 752). After the questionnaires were returned, the questionnaire data analysis method included a description covariance analysis, T-test, One Way ANOVA, K. Pearson product-moment correlation, and stepwise multiple regression analysis. The results were concluded as follows: 1. Teachers’ professional development motivation in these four places was upper-intermediate, and among of all, the highest level was “learning interest.” 2. Teachers’ perception of school organizational health in these four places was above avarage level, and that of “teachers’ cohesion” was higher than others. 3. As for professional development motivation, the performance of senior, old-time, married, graduated from graduate schools, and part-time director teachers was clearly higher. 4. As the perception of school organizational health was considered, the performance of male, senior, old-time, graduated from normal universities or colleges, part-time, group leader or director, off-track areas, as well as below 12 classes and 13~24 classes teachers was significantly higher. 5. The higher teachers’ professional development motivation was, the higher perception of school organizational health was. 6. As a result, elementary school teachers’ professional development motivation could predict the school organizational health. Finally, based on these results, this research can provide some suggestions for education administration authorities, school administration, elementary school principals, together with teachers to do further research in the future.