博碩士論文 92441020 詳細資訊



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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)
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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

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指導教授 陳春希(Chun-Hsi V. Chen) 審核日期 2014-7-24
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