A Study on the Relationship between Teacher Professional Learning Communities and School Effectiveness of Elementary Schools in New Taipei City

• Main Authors: OU YANG MIN, 歐陽岷
• Other Authors: 丁一顧
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/78475520186304308233

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所學校行政碩士學位班 === 99 === The research aims to find out the conciousness of teachers towards the professional learning communities and the current school effectiveness of elementary schools in New Taipei City, explore the relationship between teachers’ professional learning communities and the school effectiveness and further analyze the predicative ability of teachers’ professional learning communities towards the school effectiveness. The approach of questionnaire survey is adopted in this research, and the questionnaire of “Teachers’ Professional Learning Community and School Effectiveness of Elementary Schools are formulated to serve as the research tool. The research takes teachers in elementary schools in New Taipei City as subjects. A total of 650 questionnaires are distributed to 51 schools, and 564 questionnaires are collected, among which there are 559 valid ones, with the availability ratio of 86﹪. SPSS for WINDOWS 12.0 Chinese-version software package program is used to conduct data analysis to the statistics obtained from questionnaires, and statistical methods such as descriptive statistics, t test, one way analysis of variance, Pearson correlation coefficient and stepwise multiple regression analysis are adopted to carry out data analysis and processing. The following research conclusions are obtained from the research results: 1.The cognition of public elementary school teachers towards teachers’ professional learning communities is at a medium high level. 2.The current of public elementary school teachers towards the school effectiveness is quite good. 3.Among backgrounds variables of elementary school teachers, significant difference can be detected in the cognition of teachers with different “gender” and “posts” towards teachers’ professional learning communities; no significant difference is detected in that of teachers with different "service year ","education level", "school history " and "school size". 4.Among backgrounds variables of public elementary school teachers, significant difference can be detected in teachers with different "posts", "school history “and "school size" towards the school effectiveness; no significant difference is detected in that of teachers with different "gender ","age" and "education level". 5.Significantly positive correlation exists between the professional learning communities of elementary school teachers and the school effectiveness. 6.Professional learning communities of elementary school teachers can make excellent prediction to the school effectiveness. According to the research findings, some suggestions will propose for the educational administrative agencies, schools, teachers and for future research as well.