A Study of the Relationship between the Identification of Professional Development Indicators and Teachers' Professional Development for Taipei's Quality Schools

• Main Authors: Wang, Chiu-Min, 王秋敏
• Other Authors: Ting, Yi-Ku
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/3q8tu6

碩士 === 臺北市立大學 === 教育行政與評鑑研究所碩士在職專班 === 106 === The purpose of this study was to explore the relationship between the identification of professional development indicators and teachers' professional development for Taipei's Quality Schools. This study adopted the questionnaire research method. The researcher designed “research questionnaire of the degree of sense of identity of professional development indicators and the teachers’ professional development of quality schools in Taipei ”as the research tool. The research subjects were elementary school teachers in Taipei, who joined the competition of professional development perspective of quality schools from 2014 to 2017. The formal 513 questionnaires were spread out and valid samples were 421. The data collected from the returned questionnaires survey was analyzed with SPSS 22.0 for Windows software, with the analytical methods like descriptive statistics, independent-sample t-test, one-way ANOVA, Pearson´s product-moment correlation and stepwise multiple- regresstion analysis. And the conclusions were as follows: 1. Elementary school teachers in Taipei have high degree of sense of identity on awareness of the indicators of professional development of quality schools. 2. Elementary school teachers in Taipei have high performance on awareness of teachers’ professional development. 3. There exist significant differences between awareness of the indicators of professional development of quality schools among elementary school teachers of different positions, seniority, professional communities and educational competitions. 4. There exist significant differences between degree of sense of identity on awareness of the indicators of professional development of quality schools among teachers of different positions, highest degrees of education, school sizes, professional communities, educational competitions and the results of evaluations. 5. There is medium degree of positive correlation between the perspectives of degree of sense of identity of professional development indicators and teachers’ professional development. 6. There is significant positive predictive force on degree of sense of identity of professional development indicators and teachers’ professional development for quality schools. According to the findings and the conclusion, this study provides relevant suggestions as reference for educational administrative institutes, schools and teachers for future study. Keywords: quality schools, professional development indicators, teachers’ professional development, elementary school teachers.