| Summary: | 博士 === 國立高雄師範大學 === 教育學系 === 106 === The purpose of this study is to explore the path model among the professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction of elementary school teachers. Furthermore, the study verifies the relevance of the model.
A questionnaire survey is conducted in this study. The first data obtained from 180 teachers are employed to test the reliability and validity of all the scales. The second data from 500 teachers are meant to explore the differences among demographic variables and professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction; in addition, they are used to construct the path model.
The samples are collected and analyzed with instruments, including“Professional Development Knowledge Scale”, “Professional Development Needs Scale”, “Professional Development Dilemma Scale” and “Professional Development Satisfaction Scale”. Data obtained from the survey is analyzed by exploratory factor analysis (EFA), confirmatory factor analysis (CFA), one-way MANOVA and structural equation modeling (SEM).
The major conclusions of the research are as follows:
1. Data-model fitted well in measurement models for the scales of elementary school teachers’ professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction.
2. The current situation of the professional development knowledge, professional development needs, professional development dilemma and professional development satisfaction of elementary school teachers were above the medium level.
3. The elementary school teachers’ professional development knowledge differs according to “age”, “seniority” and “school scale”.
4. The elementary school teachers’ professional development needs differ according to “age”, “seniority” and “school scale”.
5. The elementary school teachers’ professional development dilemma differs according to “age”, “seniority” and “school scale”.
6. The elementary school teachers’ professional development satisfaction differs according to “age”, “seniority” and “school scale”.
7. The relationship between professional development knowledge and professional development satisfaction of elementary school teachers is mediated entirely by professional development needs and professional development dilemma. Furthermore, the model is stable among different samples.
According to the findings and conclusions, the study proposes the suggestions for elementary school teachers, school administrative offices, teacher-cultivated institutes, education administrative institutes and future researches.
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