A Study of the Relationship among the Teachers’ Professional Commitment, Class Climate and Teaching Effectiveness in supplementary Junior and Senior High School in Kaohsiung City

• Main Author: 唐琦雯
• Other Authors: 蔡培村
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/34834320779670069537

碩士 === 國立高雄師範大學 === 成人教育研究所 === 101 === The purpose of this study is to discuss the relationship among the teacher’s professional commitment, class climate and teaching effectiveness in supplementary junior and senior high school in Kaohsiung City. The method of this research uses the questionnaire survey. The sample population is 352 teachers. There were 296 effective questionnaires returned. The effective questionnaire return rate is 84.1%. The statistical method uses SPSS 12.0. The main results are summarized as follows: 1.The whole performance of the teachers’ professional commitment in supplementary junior and senior high school is middle-high level, especially on “professional identity.” 2.The whole performance of the class climate in supplementary junior and senior high school is middle-high level, especially on “class discipline.” 3.The whole performance of the teaching effectiveness in supplementary junior and senior high school is middle-high level, especially on “teaching self-efficacy.” 4.Teachers with 51-60 age in the professional commitment、class climate and teaching effectiveness have higher level. 5.Teachers with over 21 seniorities in the professional commitment、class climate and teaching effectiveness have higher level. 6.Teachers with directors in the professional commitment、class climate and teaching effectiveness have higher level. 7.The higher level the teachers are in the whole performance of the teachers’ professional commitment, the higher level they are in the whole performance of class climate. 8.The higher level the teachers are in the whole performance of the teachers’ professional commitment, the higher level they are in the whole performance of teaching effectiveness. 9.The higher level the teachers are in the whole performance of the class climate, the higher level they are in the whole performance of teaching effectiveness. 10.“Class discipline” is the main factor for teachers in the professional commitment and class climate which can predict the teaching effectiveness.