A Study on the Relationship between Teacher,s Culture and Teacher,s Professional Learning Community in Junior High Schools in Taiwan

• Main Authors: Qing-ming Mao, 茅慶明
• Other Authors: Hsiao-Fen-Liu
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/edutn6

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 102 === The purposes of this study were to explore the relationship between Teacher’s Culture and Teacher’s Professional Learning Community in Junior High Schools in Taiwan. The approach of questionnaire survey is adopted in this research, and the questionnaire of “Teacher’s Culture and Teacher’s Professional Learning Community in Junior High Schools in Taiwan”. Stratified Purposeful Sampling was adopted. The subjects in the study were teachers who participated in the professional development oriented teacher’s evaluation in junior high school in Taiwan during the 101st school year. A total of 1,250 questionnaires were handed out. 1,170 questionnaires were returned, 1,019 were answered completely, and the return rate is about 87％. Data from questionnaires were analyzed by the statistical software SPSS 21.0 for Windows using descriptive statistics, Mining frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA and Pearson’s Product-Moment Correlation. Based on the findings of the study, some conclusions and suggestions are provided for education administration authority, school authorities, teachers and future research. The conclusions of the study are summarized as follows: 1. Junior high schools in Taiwan tend to positive teacher’s culture. 2. The perceptive level of teacher’s culture in creative research type is the highest in junior high schools in Taiwan. 3. Teaching more than fifteen years, teachers as well as administrative position, full-time teachers, community scale of 11-15 people, or teachers in junior high schools in northern area have a positive perception in teacher’s culture. 4. Teachers in junior high schools in Taiwan who join teacher’s professional learning community tend to be positive. 5. Teachers in junior high schools in Taiwan who join teacher’s professional learning community support collective inquiry the most. 6. Male teachers, teaching less than 5 years, full-time teachers, teachers in art and humanism fields, or teachers in junior high schools in northern area have a higher perception of performance in joining teacher’s professional learning community. 7. Teacher’s culture in junior high schools interworks with teacher’s professional learning community.