Participation in Teachers’ Professional community and Teachers’ Professional Development-Sampling from Primary School Teachers in New Taipei City

• Main Authors: Hsu, Wen-Hua, 許文華
• Other Authors: Chen, Ssu-Hsien
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/68wty8

碩士 === 臺北市立大學 === 國民小學教師在職進修公民與社會教學碩士學位班 === 103 === Participation in Teachers’ Professional Learning Community and Teachers’ Professional Development─Sampling from Primary School Teachers in New Taipei City Abstract This study mainly explores the current situation and the influence of primary school teachers participating in professional learning communities in New Taipei City. In addition, this research tries to find out the correlation between teachers’ participation in professional learning community and teachers’ professional development. The researcher studied the relationship between these two concepts under some variables, for instance, years of service, size of school, etc. The researcher applied a questionnaire named “The Questionnaire of Primary School Teachers’ Acknowledge on Participating Professional Learning communities and Teachers’ professional development” as the instrument to achieve the purpose of this study. The subjects were the primary school teachers who had joined at least one of these Professional Learning communities in New Taipei City and they were chosen by random sampling. There were 377 effective respondents, and the responsive rate was up to 84%. Based on the data analysis, the results are listed below: 1. Primary School teachers in New Taipei City have positive attitude toward teachers’ professional community in the field of “collaboration and cooperation.” 2. Primary School teachers in New Taipei City have positive attitude toward teachers’ professional development in the field of “dedication and passion.” 3. Male teachers in primary schools of New Taipei City have better performance in the field of “practice and reflection” than female teachers. 4. There are distinctive differences between teachers with different ages in the field of “resource integration” and “teachers’ professional community.” 5. Senior primary school teachers have better performance on “teachers’ professional community” and “teachers’ professional development” than the juniors. 6. Teachers with administrative position, especially director, tend to have higher achievement than other teachers in terms of “classroom management” and “dedication and passion.” 7. Teachers in “contribution community” have much better performance than teachers in other communities, especially in the field of “teachers’ professional learning community” and “teachers’ professional development.” 8. Teachers in “professional-development based community” have better performance than those who are in “subject based / school-year based community” in the field of “teachers’ professional learning community.” 9. Teachers who joined the community by recommended have much better performance in the field of “teachers’ professional community” and “teachers’ professional development” than those who joined the community in some other ways. 10. Teachers as community leaders have much better performance than those who are not in terms of “teachers’ professional development.” 11. Teachers who show more understandings and more positive attitude toward “teachers’ professional learning community” have better performance in “professional development” as well. 12. Both of “goal and vision” and “practice and reflection” are the most influential factors on “teachers’ professional development” for primary school teachers in New Taipei City. The researcher expects the findings provided could give suggestions to the Bureau of Education in New Taipei City and primary school teachers, as well as further studies. Keywords: professional learning communities, teachers’ professional development, primary school teachers in New Taipei City