A RELATED STUDY BETWEEN PROFESSIONAL TEACHING COMPETENCE INDICATORS AND TEACHERS’ PROFESSIONAL LEARNING COMMUNITY OF ELEMENTARY SCHOOLS IN NEW TAIPEI CITY

• Main Authors: LIN, HUEI-RU, 林慧茹
• Other Authors: WANG,WEN-LIN
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/51438253522304172578

碩士 === 輔仁大學 === 教育領導與發展研究所碩士在職專班 === 103 === It is an important issue for how to promote the teaching ability of the teachers. This study aims to investigate the relationship of professional teaching competence indicators and teachers’ professional learning community of elementary school teachers in New Taipei City. Afterwards, this study also explores the predictive power of professional teaching competence indicators for teachers’ professional learning community. Our approach is to undergo a survey and focuses on the elementary teachers of participating professional learning communities in New Taipei City. The questionnaires were sent to 522, and 445 valid samples were obtained. The retrieval rate of valid copy was 94.3%. The statistical techniques for data analysis include descriptive statistics, reliability and validity analysis, t-test, ANOVA, Pearson product-moment correlation, and multiple stepwise regression, etc. The conclusion of the research includes the following: 1. Professional teaching competence indicators of elementary school in New Taipei City is at intermediate lever. 2. The degree of teachers’ professional learning community of elementary school in New Taipei City is moderate to strong. 3. Some of the enquired background variables were found to have significant difference upon professional teaching competence indicators at elementary schools in New Taipei City. 4. Some of the enquired background variables were found to have significant difference upon teacher’s professional learning community at elementary schools in New Taipei City. 5. There is the positive correlation between professional teaching competence indicators and teacher’s professional learning community. 6. Professional teaching competence indicators is directly proportional to teachers' professional learning communities. Finally, based on the research results, some suggestions are provided for education agencies, school administrative staffs, school teachers and future researchers. For example, the education agencies must encourage teachers that planning curriculum evaluation and hold activities to display professional achievements. At school administrative staffs, they should apply opportunities for teachers to be a leader and encourage teachers planning teaching courses. Besides, Teachers need to do teaching assessment as well and interflow to each other on teaching. Future researchers can discuss aspects deeply and increase objects or methods of study.