博碩士論文 92441020 詳細資訊



以作者查詢圖書館館藏 、以作者查詢臺灣博碩士 、以作者查詢全國書目 、勘誤回報 、線上人數：30 、訪客IP：3.140.198.43
姓名 劉曉雯(Hsiao-wen Liu)  查詢紙本館藏   畢業系所 企業管理學系
論文名稱 自我導向學習、專業發展自我覺察、支持性組織氣候對教師專業發展之影響：階層線性模式分析
(Self-Directed Learning, Professional Self-Awareness, and Supportive Organizational Climate on Teachers’ Professional Development: A Multi-Level Analysis)
相關論文
★ 證券公司財務比率與股價關係之探討—以三家證券公司為例★ 主管與部屬交換關係品質、心理賦能對員工工作滿足之影響─內外控人格干擾效果之探討
★ 轉換型領導、團隊凝聚力、信任與組織公民行為之相關研究－以研發人員為例★ 跨國企業之供應商評選與管理–以A公司為例
★ 新產品開發流程及績效評估 – 以某電感製造廠M公司為例★ 主管與部屬交換關係對員工工作績效與組織公民行為之影響—以員工心理賦能為中介效果
★ 領導部屬交換關係、工作角色感知與工作績效之研究★ 工作角色感知、負向回饋探詢行為與工作績效之研究
★ 領導與部屬交換關係、組織公平知覺對員工的幫助行為意願與組織承諾之影響 — 以中國華東地區電子廠商為例★ 人格特質與心理契約對員工組織承諾與離職傾向之影響-以旅館飯店業為例
★ 人格特質、工作壓力、工作投入與組織公民行為之相關研究-以警政人員為研究對象★ 領導與部屬交換關係、信任、上司支持與組織公民行為之相關研究－以醫護人員為例
★ 面試情境之個人與組織契合度知覺對工作錄取決定之影響★ 企業履行社會責任對於員工工作滿意度和組織承諾以及工作績效之影響
★ 以多層次觀點探討群體互賴與組織公民行為之關係：群體凝聚力的中介影響★ 後進者技術獲取模式之研究─以LED與太陽能產業為例
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   至系統瀏覽論文 (全文檔遺失)
請聯絡國立中央大學圖書館資訊系統組 TEL:(03)422-7151轉57422，或E-mail聯絡
摘要(中) 有效的專業發展能提升教師的教學技巧，進而改善學生的學習成效。本研究採用多層次的觀點調查自我導向學習、專業發展自我覺察、與支持性組織氣候間的交互作用及對臺灣中小學學校教師專業發展的影響。研究結果顯示個人層次之自我導向學習及組織層次之支持性組織氣候正向影響教師專業發展；而在個人層次中，專業發展自我覺察中介影響自我導向學習及教師專業發展間的關係。此外，支持性組織氣候跨層次調節自我導向學習與教師專業發展間之關係。總之，自我導向學習程度及專業發展自我覺察程度較高之教師，並處於高支持性組織氣候中，會更投入教師專業發展活動。本研究提出管理實務之意涵及建議，並詳加討論。
摘要(英) Effective professional development enhances teachers’ instructional skills and in turn improves students’ learning. This study adopts a multilevel perspective to investigate the interplay of self-directed learning (SDL), professional self-awareness, and the supportive organizational climate in terms of their effects on the professional development of high school teachers in Taiwan. The study confirms that individual SDL and a supportive organizational climate positively affect teachers’ professional development. Specifically, professional self-awareness mediates the relationship between SDL and professional development at the individual-level. The cross-level moderation of the supportive organizational climate is confirmed on the relationship between SDL and professional development. It is concluded that teachers with a greater degree of individual SDL and professional self-awareness, combined with a supportive organizational climate, will be more involved in professional development. Implications and suggestions for future research are also discussed.
關鍵字(中) ★ 自我導向學習
★ 專業發展
★ 階層線性模式分析
★ 支持性組織氣候		 關鍵字(英) ★ self-directed learning
★ professional development
★ multilevel analysis
★ supportive organizational climate
論文目次 目錄
中文摘要……………………………………………………………………………………I
英文摘要………………………………………………………..…………………………II
誌謝…………………………………………………………………….…………………III
表目錄……………………………………………………………………………..…….VII
圖目錄………………………………………………………………………………..…VIII
第一章 緒論………………………………………………………………………………1
第一節 研究動機………………………………………………………………………1
第二節 研究問題………………………………………………………………………4
第三節 研究目的………………………………………………………………………5
第四節 論文結構………………………………………………………………………6
第二章 文獻探討與研究假設……………………………………………………………7
第一節 專業發展………………………………………………………………………7
一、 教師專業發展的定義與功能…………………………………………………...8
二、 教師專業發展內涵……………………………………………………………...9
三、 教師專業發展進行模式…………………………………………………….....11
四、 教師專業發展與教師專業發展評鑑……………………………………… …15
五、 影響教師專業發展因素……………………………………………………….18
第二節 自我導向學習…………………………………………………………….….19
一、 自我導向學習定義………………………………………………………….....19
二、 自我導向學習準備度量表…………………………………………………….20
第三節 專業發展自我覺察…………………………………………………………..22
一、 自我覺察定義………………………………………………………………….22
二、 自我覺察的方式及來源……………………………………………………….23
三、 專業自我覺察與教師專業發展……………………………………………….24
四、 自我導向學習與專業自我覺察……………………………………………….25
第四節 支持性組織氣候…………………………………………………..…………26
一、 組織氣候定義………………………………………………………………….26
二、 支持性組織氣候……………………………………………………………….27
三、 支持性組織氣候的跨層次影響……………………………………………….29
第三章 研究方法 ………………………………………………………………………30
第一節 概念性研究結構……………………………………….…………………… 30
第二節 資料蒐集流程……………………………………………….……………….31
第三節 研究對象……………………………………………………….…………….32
一、 量表發展階段之樣本特性分析……………………………………………….32
二、 驗證假設階段之樣本特性分析……………………………………………….33
第四節 變數量測……………………………………………….…………………….35
一、 教師專業發展量表……………………………………………………………35
二、 專業發展自我覺察量表………………………………………………………35
三、 自我導向學習量表……………………………………………………………36
四、 支持性組織氣候………………………………………………………………36
第五節 分析方法…………………………………………………………….………37
一、 基本統計分析…………………………………………………………………37
二、 驗證型因素分析………………………………………………………………37
三、 階層線性模式…………………………………………………………………37
四、 群體層次變數檢驗……………………………………………………………38
五、 共同方法偏誤…………………………………………………………………39
六、 區辨效度………………………………………………………………………40
第四章 研究結果…………………………………………………….…………………41
第一節 量表發展………………………………………………..…………….……..41
一、 教師專業發展量表信效度…………………………………………….……41
二、 專業發展自我覺察量表信效度…………………………………….………46
第二節 聚合分析…………………………………………………………………….50
第三節 測量量表信度、描述性統計及相關分析………………………….………51
第四節 階層線性模式分析……………………………………………..…………...53
一、 虛無模式………………………………………………………….…………53
二、 隨機迴歸係數模式…………………………………………….……………53
三、 截距預測模式…………………………………………….…………………58
四、 支持性組織氣候干擾效果分析……………………………………….……61
第五章 結論與建議………………………………………………….………….……..63
第一節 結論與討論……………………………………………………….…..…….63
第二節 理論與實務管理意涵………………………………..…….……………….66
第三節 研究限制及未來研究建議……………………….………………….……..67
參考文獻…………………………………………………………………………............68
附錄 正式問卷………………………………………………………………………....85

參考文獻 中文部份
1. 余榮仁(2000)。學校本位教師評鑑之研究─評鑑者與被評鑑者間之反省性合作行動研究。國立台南師範學院國民教育研究所碩士論文，未出版，台南市。
2. 邱皓政(2000)。量化研究與統計分析：SPSS中文視窗版資料分析範例解析。台北市：五南。
3. 邱皓政(2003)。結構方程模式：LISREL的理論、技術與應用。台北市：雙葉書廊。
4. 徐美惠、高薰芳(1996)。重視教師評鑑落實教評會功能。台灣教育，544，11-19。
5. 張德銳(1996)。國小教師成績考核系統之研究。台北：行政院國家科學委員會專題研究計畫成果報告。
6. 教育部 (2011). 中華民國教育報告書。民國103年5月24日，取自http://history.moe.gov.tw/important.asp?id=54。
7. 教育部(2013)。歷年校數,教師,職員,班級,學生及畢業生數。民國103年5月24日，取自：http://www.moe.gov.tw/pages/detail.aspx?Node=1731&Page=5314&Index=4&WID=31d75a44-efff-4c44-a075-15a9eb7aecdf。
8. 教師專業發展的定義(2014)。教育部中小學教師專業發展整合平台。民國103年5月24日，取自：http://teachernet.moe.edu.tw/MAIN/Article/ArticleDetail.aspx?proid=A-1&aid=18。
9. 教師專業發展的途徑(2014)。教育部中小學教師專業發展整合平台。民國103年5月24日，取自：http://teachernet.moe.edu.tw/MAIN/Article/ArticleDetail.aspx?proid=A-2&aid=21。


10. 教師專業發展評鑑與專業成長的關係（2014）。教育部中小學教師專業發展整合平台。民國103年6月26日，取自：http://teachernet.moe.edu.tw/MAIN/Article/ArticleDetail.aspx?proid=A-3&aid=24。
11. 教師專業發展評鑑網(2012)。參與教師專業發展評鑑學校及學生數。民國102年3月3日，取自 http://tepd.moe.gov.tw/chinese/05_download/01_list.php?fy=34。
12. 教師專業發展評鑑網(2014)。各學年度辦理校數及教師人數簡表。民國103年5月24日，取自：http://tepd.moe.gov.tw/chinese/05_download/01_list.php?fy=34。
13. 莊朝淵(2004)。國中生同儕關係之自我覺察探討。國立交通大學未出版碩士論文。
14. 許士軍(1972)。 有關黎史 (Litwin and Stringer) 二氏組織氣候尺度在我國企業機構之適用性之探討。 國立政治大學學報(26)，103-138。
15. 陳旭耀(2006)。管理者自我導向學習傾向、管理才能、工作績效之相關研究─以知覺組織支持為干擾變項。國立中山大學人力資源管理研究所碩士在職專班碩士論文，未出版，高雄市。
16. 陳金燕(1996)。兒童繪畫發展階段與年齡、性別和智力表現之關係研究。國立新竹教育大學未出版碩士論文。
17. 陳金燕(1998)。諮商員養成教育課程中實施「自我覺察訓練」之原則、作法及成效之研究。中華輔導學報，第六期，154-194。
18. 陳靜怡(2003)。組織氣候認知、員工自我導向學習與工作投入關係之研究─以某國際快遞公司為例。國立中山大學人力資源管理研究所在職專班未出版碩士論文。
19. 趙志揚(2008)。我國高級中等學校試辦教師專業發展評鑑之成效評估。教育部中部辦公室研究案結論報告。
20. 鄧運林(1995)。成人教育與自我導向學習。台北：五南出版社。
21. 鄭瑜銘(1998)。組織氣候、領導風格與情緒商數關係之研究-以資訊人員為例。大葉大學未出版碩士論文。
22. 蘇秀招(2006)。高雄縣市國民中學專任行政人員自我導向學習傾向與學習滿意度關係之研究。國立高雄師範大學成人教育研究所文教行政人員在職專班未出版碩士論文。
23. 饒見維(2003)。教師專業發展：理論與實務(第2版)。臺北市：五南。

 
英文部份
1. Altmann, R. (2000). Forecasting your organizational climate. Journal of Property Management, 65(4), 62-67.
2. Amabile, T.M., Schatzel, E.A., Moneta, G.B., & Kramer, S.J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. Leadership Quarterly, 15, 5-32.
3. Anderson, J.C., & Gerbing, D.W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 1033, 411-423.
4. Ashford, S.J. (1989). Self-assessment in organizations: A literature review and integrative model. Research in Organizational Behavior, 11, 133-174.
5. Atwater, L.E., Ostroff, C., Yammarino, F.J., & Fleenor, J.W. (1998). Self-other agreement: Does it really matter? Personnel Psychology, 51, 577-598.
6. Bandura. A. (1986). Social Foundations of Thought and Action: A Social Cognitive Approach. Prentice-Hall, Englewood Cliffs, NJ: Prentice-Hall.
7. Baron, R.M., & Kenny, D.A. (1986).The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
8. Bem D. (1972). Self-perception theory. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 6, pp. 1–62). New York: Academic Press.
9. Berings, M. G. M.C., & Poell, R.F. (2002). Measuring on-the-job learning styles: A critique of three widely used questionnaires. In S. Armstrong, A. Francis, M. Graff, J. Hill, S. Rayner, E. Sadler-Smith, et al. (Eds.), Proceedings of the 7th Annual ELSIN Conference (pp. 53-60). Ghent, Belgium: Ghent University.
10. Berings, M.G., Poell, R.F., & Simons, P.R.J. (2005). Conceptualizing on-the-job learning styles. Human Resource Development Review, 4(4), 373-400.
11. Blandford, S. (2001). Professional development in schools. In F. Banks, & A. S. Mayes (Eds.), Early Professional Development for Teachers (pp. 12-19). London, WC： David Fulton Publishers Ltd.

12. Blau, G., Andersson, L., Davis, K., Daymont, T., Hocner, A., Koziara, K., et al. (2008). The relationship between employee organizational and professional development activities. Journal of Vocational Behavior, 72, 123-142.
13. Bliese, P.D. (2000). Within-group agreement, non-independence, and reliability: Implications for data aggregation and analysis. In K.J. Klein & S.W. Kozlowski (Eds.), Multilevel Theory, Research, and Methods in Organizations (pp. 349-381). San Francisco, CA: Jossey-Bass.
14. Blum, T.C., Fields, D.L., & Goodman, J.S. (1994). Organization-level determinants of women in management. Academy of Management Journal, 37(2), 241-268.
15. Bolam, R. (1993). Recent Developments and Emerging Issues in the Continuing Professional Development of Teachers. London: General Teaching Council for England and Wales (GTC).
16. Boyatzis, R.E. (2002). Unleashing the power of self-directed learning. In Ron Sims (Ed.), Changing the Way We Manage Change: The Consultants Speak. New York, NY: Quorum Books.
17. Boyd, R.D., & Apps, J. (1980). Redefining the Discipline of Adult Education. San Francisco, CA: Jossey-Bass.
18. Brigley, S., Young, Y., Littlejohns, P., McEwen, J. (1997). Continuing education for medical professionals: A reflective model. Postgraduate Medical Journal, 73, 23-26.
19. Brookfield, S. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43, 227-242.
20. Bryk, A.S. & Raudenbush, S.W. (1992). Hierarchical Llinear Models: Applications and Data Analysis Methods. Newbury Park, CA: Sage.
21. Burstein, L. (1980). The analysis of multilevel data in educational research and evaluation. Review of Research in Education, 8, 158-233.
22. Byrne, B.M. (2013). Structural Equation Modeling with LISREL, PRELIS, and SIMPLIS: Basic Concepts, Applications, and Programming. Hove, England: Psychology Press.
23. Caffarella, R.S. (2000). Goals of self-learning. In G.A. Straka (Ed.), Conceptions of Self-Directed Learning: Theoretical and Conceptual Considerations (pp. 37-48). Munster, Germany: Waxmann.
24. Campbell, V.N. (1964). Self-direction and programmed instruction for five different types of learning objectives. Psychology in the School, 1, 348-359.
25. Carver, C.S., & Scheier, M.F. (1981). Attention and Self-regulation: A Control-Theory Approach to Human Behavior. New York: Springer-Verlag.
26. Chen, T.Y., Chang, P.L., & Yeh, C.W. (2003). The study of career needs, career development programmes and job satisfaction levels of R&D personnel: The case of Taiwan. International Journal of Human Resource Management, 14(6), 1001-1026.
27. Cherniss, C., & Goleman, D. (2006). From school to work. Social-emotional learning as the vital connection. In M. J. Elias & H. Arnold (Eds.), Emotional Intelligence and Academic Achievement (pp. 58-61). Thousand Oaks, CA: Corwin Press.
28. Cho, D.Y., & Kwon. D.B. (2005). Self-directed learning readiness as antecedent of organizational commitment: A Korean study. International Journal of Training and Development, 9, 140-152.
29. Choi, W., & Jacobs, R.L. (2011). Influences of formal learning, personal learning orientation, and supportive learning environment on informal learning. Human Resource Development Quarterly, 22(3), 239-257.
30. Cohen, J. (1998). Statistical Power Analysis for the Behavioral Sciences 2nded. Hillsdale, NJ: Erlbaum.
31. Cohen, D., & Hill, H. (2001). Learning Policy: When State Education Reform Works. New Haven: Yale University Press.
32. Commeyras, M., & DeGroff, L. (1998). Literacy professionals’ perspectives on professional development and pedagogy: A United States survey. Reading Research Quarterly, 33(4), 434–472.
33. Confessore, S.J, and Kops, W.J. (1998). Self-directed learning and the learning organization: Examining the connection between the individual and the learning environment. Human Resource Development Quarterly, 9(4), 365-375.
34. Craft, A. (1996). Continuing Professional Development: A Practical Guide for Teachers and Schools. New York, NY: Taylor & Francis Group.
35. Cunningham, R. (2001). Chaos, complexity and the study of education communities. Paper presented at the British Educational Research Association, Leeds, England.
36. Darling-Hammond, L. (1998). Teacher learning that supports student learning. Educational Leadership, 55(5), 6-11.
37. Desmedt, E., & Valcke, M. (2003). Learning style awareness: Why would it work. Bridging Theory and Practice, 139-150.
38. Desimone, L.M., Porter, A.C., Garet, M.S., Yoon, K.S., & Birman, B.F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 242, 81-112.
39. Duke, D.L. (1990). Developing teacher evaluation systems that promote professional growth. Journal of Personnel Evaluation in Education, 4(2), 131-144.
40. Duval, S., &Wicklund, R. A. (1972). A Theory of Objective Self-Awareness. New York: Academic Press.
41. Ellinger, A.D. (2004). The Concept of Self-Directed Learning and Its Implications for Human Resource Development. Advances in Developing Human Resources, 6, 158-177.
42. Eisenberger, R, Huntington, R., Hutchison, S., & Sowa, D. (1986). Perceived organizational support. Journal of Applied Psychology, 71, 500-507.
43. Erffmeyer, E.S., & Martray, C.R. (1990). A quantified approach to valuation of teacher professional growth and development professional leadership through a goal-setting process. Journal of Personal Evaluation in Education, 3, 275-300.
44. Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7(2), 117-140.
45. Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21, 516-525.

46. Fletcher, C., & Baldry, C. (2000). A study of individual differences and self-awareness in the context of multi-source feedback. Journal of Occupational and Organizational Psychology, 73, 303-319.
47. Garet, M.S., Poter, A.C., Desimone, L., Birman, B.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
48. Garrison, D. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18-33.
49. George, J.M. (1990). Personality, affect, and behavior in groups. Journal of Applied Psychology, 75(2), 107-116.
50. George, J.M., Reed, T.F., Ballard, K.A., Colin, J., & Fielding, J. (1993). Contact with AIDS patients as a source of work-related distress: Effects of organizational and social support. Academy of Management Journal, 36(1), 157-171.
51. Glick, W.H. (1985). Conceptualizing and measuring organizational and psychological climate: Pitfalls in multilevel research. Academy of Management Review, 10, 601-616.
52. Glick, W.H., & Roberts, K.H. (1984). Hypothesized interdependence, assumed independence. Academy of Management Review, 9(4), 722-735.
53. Goh, P. S. C., & Wong, K. T. (2014). Beginning teachers’ conceptions of competency: Implications to educational policy and teacher education in Malaysia. Educational Research for Policy and Practice, 13(1), 65-79.
54. Grow, G. (1994). In defense of the staged self-directed learning model. Adult Education Quarterly, 44(2), 109-114.
55. Guglielmino, L.M. (1977). Development of the Self-directed Learning Readiness Scale. Doctoral dissertation, University of Georgia.
56. Guglielmino, L.M. (2008). Why self-directed learning? International Journal of Self-Directed Learning, 5(1), 1-14.
57. Guglielmino, P.J., Guglielmino, L.M., & Long, H.B. (1987). Self-directed learning and performance in the workplace. Higher Education, 16, 303-317.
58. Guskey, T.R. (2000). Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.
59. Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 83(4), 381-391.
60. Guskey, T.R. (2003, December). Analyzing lists of the characteristics of effective professional development to promote visionary leadership. National Association of Secondary School Principals NASSP Bulletin, 87, 4-20.
61. Hair, J.J., Anderson, R.E., Tatham, R.L., & Black, W.C. (1995). Multivariate Data Analysis (4th ed.): With Readings. Englewood Cliffs, NJ: Prentice Hall.
62. Hatcher, L. (1994). A Step-by step Approach to Using the SAS System for Factor Analysis and Structural Equation Modeling. Cary, NC: SAS Institute.
63. Hilliard, A.T. (2012). Practices and value of a professional learning community in high education. Contemporary Issues in Education Research, 5(2), 71-73.
64. Hochwarter, W.A., Witt, L.A, Treadway, D.C., & Ferris, G.R. (2006). The interaction of social skill and organizational support on job performance. Journal of Applied Psychology, 91(2), 482-489.
65. Hodkinson, H., & Hodkinson, P. (2005). Improving school teachers’ workplace learning. Research Paper in Education, 20(2), 109-131.
66. Hofmann, D.A. (1997). An overview of the logic and rationale of hierarchical linear models. Journal of Management, 23, 723-744.
67. Hofmann, D.A., Griffin, M.A, & Gavin, M.B. (2000). The application of hierarchical linear modeling to organizational research. In K. J. Klein & S. W. J. Kozlowski (Eds.), Multilevel Theory, Research, and Methods in Organizations (pp. 467-511). San Francisco, CA: Jossey-Bass.
68. Holland, J.L. (1973). Making Vocational Choice: A Theory of Careers. Englewood Cliffs, NJ: Prentice Hall.


69. Holland, M. & Stephenson, K. (2000). Does the keeping of a professional development profile lead to an enhanced self awareness in newly qualified secondary teachers? A study conducted in a large UK University. Paper presented at AERA Annual Meeting, New Orleans.
70. Hoyle, E., & John, P.D. (1995). Professional Knowledge and Professional Practice. London, England: Cassell.
71. Jackson, A.W., & Davis, G.A. (2000). Turning Points 2000: Educating Adolescents in the 21st Century. NY: Teachers College Press.
72. Jalongo, M.K. (1991). The Role of the Teacher in the 21st Century: An Insider’s View. Bloomington, IN: National Educational Service.
73. James, L.R. (1982). Aggregation Bias in Estimates of Perceptual Agreement. Journal of Applied Psychology, 67, 219-229.
74. James, L.R., Demaree, R.G. & Wolf, G. (1984). Estimating within-group interrater reliability with and without response bias. Journal of Applied Psychology, 69, 85-98.
75. James, L.R., Demaree, R.G., & Wolf, G. (1993). rwg: an assessment of within-group rater aggrement. Journal of Applied Psychology, 78, 306-309.
76. James, L.R. (1982). Aggregation bias in estimates of perceptual agreemen. Journal of Applied Psychology, 67, 219-229.
77. Jawahar, I.M., Stone, T.H., & Kisamore, J.L. (2007). Role conflict and burnout: The direct and moderating effects of political skill and perceived organizational support on burnout dimensions. International Journal of Stress Management, 14(2), 142-159.
78. Jones, N., & Fear, N. (1994). Continuing professional development: Perspectives from human resource professional. Personnel Review, 23(8), 49-60.
79. Jones, A.P. & James, L.R. (1979). Psychological climate: Dimensions and relationships of individual and aggregated work environment perceptions. Organizational Behavior and Human Decision Processes, 23, 201-250.
80. Joreskog, K.G., &Sorbom, D. (2001). LISREL 8 User’s Reference Guide.IL: SSI.
81. Kagan, D.M. (1992). Professional growth among preservice andbeginning teachers. American Educational Research Journal, 2, 129-169.
82. Ketkar, S., & Sett, P.K. (2009). HR flexibility and firm performance: Analysis of a multi-level causal model. International Journal of Human Resource Management, 205, 1009-1038.
83. Klein, K.J., Dansereau, F., & Hall, R.J. (1994). Levels issues in theory development, data collection, and analysis. Academy of Management Review, 19 (2), 195-229.
84. Kline, R.B. (2005). Principles and Practice of Structural Equation Modeling (2nd ed.). New York, NY: Guilford Press.
85. Knowles, M.S. (1975). Self-directed Learning: A guide for Learners and Teachers. New York, NY: Association Press.
86. Kops, W.J. (1993). Self-planned learning efforts of managers in an organizational context. In H. B. Long and Associates (Eds.), Emerging Perspectives of Self-directed Learning (pp.247-161). Norman: Oklahoma Center for Continuing Professional and Higher Educations, University of Oklahoma.
87. Kops, W.J. (1997). Managers as self-directed learners: Findings from the public and private sector organizations. In H. B. Long and Associates (Eds.), Expanding Horizons in Self-directed Learning (pp.71-86). Norman: Public Managers Center, Colleauges of Education, University of Oklahoma.
88. Kozlowski, S.J., & Hults, B.M. (1987). An exploration of climates for technical updating and performance. Personnel Psychology, 40, 539-563.
89. Krauss, S.E., & Guat, K.A. (2008). An exploration of factors influencing workplace learning among novice teachers in Malaysia. Human Resource Development International, 11(4), 417-426.
90. Krečič, M.J., & Grmek, M.I. (2008). Cooperative learning and team culture in schools: Conditions for teachers’ professional development. Teaching and Teacher Education, 24(1), 59-68.
91. Kruglanski, A.W., & Mayseless, O. (1990). Classic and current social comparison research: Expanding the perspective. Psychological Bulletin, 108(2), 195.
92. Kwakman, K. (2003). Factors affecting teachers’ participation in professional learning activities. Teaching and Teacher Education, 19, 149-170.
93. Lee, V.E., & Smith, J.B. (1996). Collective responsibility for learning and its effects on gains in achievement for early secondary school students. American Journal of Education, 104(2), 103-147.
94. Liao, H., & Chuang, A. (2007). Transforming service employees and climate: a multilevel, multisource examination of transformational leadership in building long-term service relationships. Journal of Applied Psychology, 92(4), 1006.
95. Litwin, G.H., & Stringer, J.R.A. (1968). Motivation and Organizational Climate. Boston, MA: Harvard Business School Press.
96. Loehlin, J.C. (2004). Latent Variables Models: An Introduction to Factor, Path, and Structural Analysis (4th ed.). Mahwah, NJ: Erlbaum.
97. Lohman, M.C. (2005). A survey of factors influencing the engagement of two professional groups in informal workplace learning activities. Human Resource Development Quarterly, 16(4), 501-527.
98. Lohman, M.C. (2006). Factors influencing teachers’ engagement in informal learning activities. Journal of Workplace Learning, 18(3), 141-156.
99. London, M. (2003). Antecedents and consequences of self-verification: Implications for individual and group development. Human Resource Development Review, 2(3), 273-293.
100. London, M., & Smither, J.W. (1995). Can multi-source feedback change perceptions of goal accomplishment, self-evaluations, and performance-related outcomes? Theory-based applications and directions for research. Personnel Psychology, 48, 803-839.
101. Long, H.B. (1994). Resources related to overcoming resistance to self-direction in learning. In R. Hiemstra & R. G. Brockett (Eds.), Overcoming Resistance to Self-directed Learning in Adult Learning. New Directions for Adult and Continuing Education, No. 64. San Francisco, CA: Jossey-Bass.
102. Lord, B. (1991). Subject-area collaboratives, teacher professionalism, and staff development. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
103. Louis, K.S., & Marks, H.M. (1998). Does professional community affect the classroom? Teachers work and students experiences in restructuring schools. American Journal of Education, 106(4), 532-575.
104. Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35(2), 63.
105. McGraw, K.O., & Wong, S.P. (1996). Forming inferences about some intraclass correlation coefficients. Psychological Methods, 1(1), 30.
106. Medsker, G.J., Williams, L.J., & Holahan, P.J. (1994). A review of current practices for evaluating causal models in organizational behavior and human resources management research. Journal of Management, 20 (2), 439-464.
107. Merriam, S.B., & Caffarella, R.S. (1999). Learning in Adulthood (2nd ed.). San Francisco: Jossey-Bass.
108. Mocker, D. W., & Spear, G. E. (1982). Lifelong Learning: Formal, Nonformal, Informal, and Self-directed. Columbus, OH: ERIC Clearinghouse for Adult, Career, and Vocational Education, Ohio State University
109. Mulaik, S.A., James, L.R., Van Alstine, J., Bennet, N., Lind, S., & Stilwell, C.D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105, 430-445.
110. Mushayikwa, E., & Lubben, F. (2009). Self-directed professional development-hope for teachers working in deprived environments? Teaching and Teacher Education, 25, 375-382.
111. Nah, Y. (1999). Can a self-directed learner be independent, autonomous and interdependent? Implications for practice. Adult Learning, 11(1), 18-20.
112. Nasby, W. (1989). Private self-consciousness, self-awareness and reliability of self-reports. Journal of Personality and Social Psychology, 56, 950-957.
113. Neal, A., West, M.A., & Patterson, M.G. (2005). Do organizational climate and competitive strategy moderate the relationship between human resource management and productivity? Journal of Management, 31(4), 492-512.

114. Newmann, F., King, M.B., & Youngs, P. (2000). Professional development that addresses school capacity: Lessons from urban elementary schools. American Journal of Education, 108(4), 259-299.
115. Niemi, H., & Kohonen, V. (1995). Towards New Professionalism and Active Learning in Teacher Development: Empirical Findings on Teacher Education and Induction. Tampere: University of Tampere.
116. Nir, A. E., & Bogler, R. (2008). The antecedents of teacher satisfaction with professional development programs. Teaching and Teacher Education, 24, 377-386.
117. OECD (Organisation for International Co-operation and Development) (2009). Teaching and Learning International Survey (TALIS). Paris: OECD.
118. Osterman, K., & Kottkamp, R. (1994). Rethinking professional development. In Bennett, N., Glatter, R., Levačić, R. (Eds.). Improving Educational Management through Research and Consultancy (pp. 46-57). London: The Open University, Paul Chapman Publishing Ltd.
119. Patterson, C., Crooks, D., & Lunyk-Child, O. (2002). A new perspective on competencies for self-directed learning. Journal of Nursing Education, 41(1), 25-31.
120. Pheiffer, G., Andrew, D., Green, M., & Holley, D. (2003). The value and use of learning styles: A case study. Paper presented at the ELSIN conference, Hull, UK.
121. Podakoff, P. M., MacKenzie, S. B., & Lee, J. Y. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88(5), 879-903.
122. Pritchard, R., & Karasick. B. (1973). Effects of organizational climate on management performance and job satisfaction. Organizational Behavior and Human Performance, 9, 126-146.
123. Probst, T.M., Brubaker, T.L., & Barsotti, A. (2008). Organizational injury rate underreporting: the moderating effect of organizational safety climate. Journal of Applied Psychology, 93(5), 1147.

124. Rhoades, L., & Eisenberger, R. (2002). Perceived organizational support: A review of the literature. Journal of Applied Psychology, 87(4), 698-714.
125. Rhoades, L., Eisenberger, R., & Armeli, S. (2001). Affective commitment to the organization: The contribution of perceived organizational support. Journal of Applied Psychology, 86(5), 825-836.
126. Robb, L. (2000). Redefining Staff Development: A Collaborative Model for Teachers and Administrators. Portsmouth, NH: Heinemann.
127. Rousseau, D.M. (1988). The construction of climate in organizational research. In C. Cooper, & I. Robertson (Eds.), International Review of Industrial and Organizational Psychology (pp. 139–158). New York: Wiley.
128. Rowland, F., & Volet, S. (1996). Self-direction in community learning: A case study. Australian Journal of Adult and Community Education, 36 (2), 89-102.
129. Schat, A., & Kelloway, E. (2003). Reducing the adverse consequences of workplace aggression and violence: The buffering effects of organizational support. Journal of Occupational Health Psychology, 8(2), 110-122.
130. Scheerens, J. (2010) Teachers’ Professional Development: Europe in international comparison. An analysis of teachers’ professional development based on the OECD’s Teaching and Learning International Survey (TALIS). Luxembourg: Office for Official Publications of the European Union.
131. Schwab, D.P. (2005). Research Methods for Organizational Studies (2nd ED.). Mahwah, NJ: Lawrence Erlbaum Associates.
132. Shadur, M.A., Kienzle, R., & Rodwell, J.J. (1999). The relationship between organizational climate and employee perceptions of involvement. Group and Organization Management, 24(4), 479-503.
133. Smith, K. (2003). So, what about the professional development of teacher educators? European Journal of Teacher Education, 26(2), 201-215.


134. Snape, E., & Redman, T. (2003). An evaluation of a three-component model of occupational commitment: dimensionality and consequences among United Kingdom human resource management specialists. Journal of Applied Psychology, 88(1), 152-159.
135. Song, K.O. (2008). The impacts of district policy and school context on teacher professional development. Asia Pacific Education Review, 9(4), 436-447.
136. Stamper, C.L., & Johlke, M.C. (2003). The impact of perceived organizational support on the relationship between boundary spanner role stress and work outcomes. Journal of Management, 29(4), 569-588.
137. Supovitz, J.A., & Turner, H.M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980.
138. Tindill, A.S., & Coplin, L. (1989). Evaluating Staff Development Activities. Education Canada, 29(1), 16-23.
139. Torrance, E.P., & Mourad, S. (1978). Self-directed learning readiness skills of gifted students and their relationship to thinking creatively about the future. The Gifted Child Quarterly, XXII (2), 180-186.
140. Tough, A. (1979). The Adult Learning Projects (2nd ed.). Toronto, Ontario, Canada: OISE.
141. Vancouver, J.B., Millsap, R.E., & Peters, P.A. (1994). Multilevel analysis of organizational goal congruence. Journal of Applied Psychology, 79(5), 666-679.
142. Velsor, V.E., Taylor, S., & Leslie, J.B. (1993). An examination of the relationships among self-perception accuracy, self-awareness, gender, and leader effectiveness. Human Resource Management, 32, 249-263.
143. Wallach, E. (1983). Individuals and organizational: The cultural match. Training and Development Journal, 37(2), 28-36.
144. Wayne, S.J., Shore, L.M., & Liden, R.C. (1997). Perceived organizational support and leader-member exchange: A social exchange perspective. Academy of Management journal, 40(1), 82-111.
145. Wideen, M. F., Mayer-Smith, J. A., & Moon, B. J. (1996). Knowledge, teacher development and change. Teachers’ professional lives, 187-204.
146. Wicklund, R.A. (1975). Objective self-awareness. Advances in Experimental Social Psychology, 8, 233-275.
147. Wicklund, R.A., & Frey, D. (1980). Self-awareness theory: When the self makes a difference. In D. M. Wegener & R. R. Vallacher (Eds.), The Self in Social Psychology. New York: Oxford University Press.
148. Wilkins, P. (1997). Personal and Professional Development for Counsellors. London: Thousand Oaks, New Delhi: Sage Publications.
149. Wohlers, A.G., & London, M. (1989). Ratings of managerial characteristics-evaluation difficulty, co-worker agreement and self-awareness. Personnel Psychology, 42, 235-261.
150. Wood, J.V. (1989). Theory and research concerning social comparisons of personal attributes. Psychological Bulletin, 106, 231-248
151. Zepeda, S.J. (1999). Staff Development: Practices that Promote Leadership in Learning Communities. Larchmont, NY: Eye on Education.
152. Zhao, J. (2010). School knowledge management framework and strategies: The new perspective on teacher professional development. Computers in Human Behavior, 26(2), 168-175.
指導教授 陳春希(Chun-Hsi V. Chen) 審核日期 2014-7-24
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題，請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407，或E-mail聯絡  - 隱私權政策聲明