A Study on the Participating Situation, Dilemma and Coping Strategies of the Teachers’ Professional Learning Community in Junior High Schools in Hsinchu City

• Main Authors: Ya-Wen Wu, 吳雅雯
• Other Authors: Chih-Cheng Lin
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/85682453770126938805

碩士 === 國立新竹教育大學 === 教育與學習科技學系教育行政碩士在職專班 === 103 === The purpose of this study is to investigate the participating situation, dilemma and cop-ing strategies of the teachers’ professional learning community in Hsinchu city’s junior high schools, and to analyze the differences of community function understanding, dilemma and coping strategies of Hsinchu city’s junior high school teachers that come from different backgrounds. The researcher uses questionnaire investigation and interview method, takes teachers of junior high school in Hsinchu city as sample and sends out 498 questionnaires. The researcher collectes 434 questionnaires and 425 among them are valid. The response raye is 87.15% and the available recovery rate is 97.92%. After collecting questionnaires, the data is analyzed statistically by mean, standard deviation, independent-sample t test, single factor analysis of variance. The results of this study are summarized as following, 1.The main operational pattern and type of the Hsinchu city’s teachers’ professional learning community in junior high schools are “learning field type,” “share and dis-cussion,” and “classroom observation.” 2.Teachers of junior high school in Hsinchu city have mid-high positive community function understanding. 3.There is no obvious difference in community function understanding among teachers’ different backgrounds in Hsinchu city’s junior high schools. 4.Teachers of junior high school in Hsinchu city have mid-low dilemma on community participation. 5.Teachers who are male, over 51 years old, homeroom teacher, teaching social studies, and don’t join the teachers’ profession development evaluation project, have higher community dilemma. 6.Teachers of junior high school in Hsinchu city have mid-high ability on coping strategies. 7.Teachers who are female, team leader, teaching Chinese, or as Mentor Teachers, have higher coping strategies ability. In the end of this study, the researcher will provide concrete recommendations based on research results for education authorities, school administrative units, junior high school teachers and future studies as references.