The study of work value, professional committement, and school effectiveness among junior high school teachers in Kaohusing city

• Main Authors: Huo-Yen Huang, 黃火炎
• Other Authors: Tsai-Feng Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/70476254746833732498

碩士 === 國立高雄師範大學 === 教育學系 === 99 === This purpose of the study is to investigate the current work values, professional commitment, and school effectiveness of junior high school teachers. It also examined the differences of junior high school teachers’ perception regarding the three variables and their relationship. It further predicted the school effectiveness according to the analysis of work values and professional commitment of junior high school teachers. There were 614 valid copies of questionnaires. The test tools included work values inventory, professional commitment inventory, and school effectiveness inventory. The statistical analyses were descriptive statistics, t-test, ANOVA, Pearson Correlation, and stepwise multiple regression. The findings are as follows: 1. The teachers’ perception of work values is high. In particular, the teachers ranked the sense of mission the highest, but perceived the least sense of accomplishment. 2. The teachers’ perception of professional commitment is high. In particular, the teachers ranked professional ethics the highest, but perceived the least degree of professional identification. 3. The teachers’ perception of school effectiveness is mid-high. In particular, the teachers ranked administrative leadership the highest, but perceived the least support from parents. 4. There is a significant difference between work values and the years of service for the teachers who serve 16-25 years. 5. There are significant differences between professional commitment and its corresponding ages, years of service, school history, and school districts. It is particularly obvious for the teachers who are aged 41-50 and serve in the general rural areas. 6. There are significant differences between school effectiveness and its corresponding sex, school size, school history, and school districts. It is particularly obvious for the male teachers who teach in a rural school with a history of over 46 years and the size of over 25 classes. 7. The more positive work values teachers perceived, the better the professional commitment. 8. The more positive work values teachers perceived, the better the school effectiveness. 9. The more positive professional commitment teachers perceived, the better the school effectiveness. 10. The better innovative development, achievement reputation, and professional participation teachers performed, the higher school effectiveness teachers perceived. 11. Teachers’ work values and professional commitment possess the significant predicting power on school effectiveness. Professional participation is the most significant predicting factor.