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    政大機構典藏 > 教育學院 > 教育學系 > 學位論文 >  Item 140.119/111378
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/111378


    Title: 校長民主教學視導信念、教師學術樂觀與教師敬業關係之研究-以新北市國民中學為例
    A study on relationship among the principal democratic instrcutional supervision belief, teacher academic optimism and teacher engagement of junior high schools in New Taipei City
    Authors: 楊文彥
    Yang, Wen-Yen
    Contributors: 郭昭佑
    Guo, Chao-Yu
    楊文彥
    Yang, Wen-Yen
    Keywords: 教學視導
    教師學術樂觀
    教師敬業
    PLS-SEM
    Instrcutional supervision
    Teacher academic optimism
    Teacher engagement
    PLS-SEM
    Date: 2017
    Issue Date: 2017-07-24 12:16:57 (UTC+8)
    Abstract: 本研究旨在探究新北市立國中校長民主教學視導信念、教師學術樂觀與教師敬業之關係。本研究採問卷調查法進行探究,共抽取315名新北市轄內公立學校編制內教師,以描述性統計、獨立樣本t考驗、變異數分析、積差相關、邏輯迴歸、結構方程式模型進行統計分析;其研究結果顯示:
    (1)新北市國中教師知覺校長民主教學視導信念屬高等程度;新北市國中教師學術樂觀程度屬中高程度;新北市國中教師教師敬業程度屬中高程度;(2) 新北市國中教師知覺校長民主教學視導信念在各背景變項均沒有顯著差異;(3)新北市國中教師的教師學術樂觀在性別、年齡、最高學歷、主要任教科目、服務年資、學校地區沒有顯著差異。但在現任職務上,兼行政教師情形高於導師。學校規模上小型學校情形高於中型學校,大型學校高於中型學校;(4)新北市國中教師敬業在性別、年齡、最高學歷、主要任教科目、服務年資、學校規模沒有顯著差異。但在現任職務上,兼行政教師情形高於導師,學校地區上偏鄉學校高於都市學校;(5) 校長民主教學視導信念與教師學術樂觀呈顯著正相關;校長民主教學視導信念與教師敬業呈顯著正相關 ;教師學術樂觀與教師敬業呈顯著正相關;(6)校長民主教學視導信念與教師學術樂觀對教師敬業有顯著的預測力;(7)教師學術樂觀對校長民主教學視導信念與教師敬業具有部分中介的效果。
    The purpose of the study is to investigate the relationship among Principal Democratic Instrcutional Supervision Belief, Teacher Academic Optimism and Teacher Engagement of junior high school teachers in New Taipei City.
    The survey participants consist of 315 junior high teachers in New Taipei City.
    The researcher adopted survey method, and the data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, logistic regression, and PLS-SEM.
    The statistical result reveals that: (1) the level of Principal Democratic Instrcutional Supervision Belief is high; the level of Teacher Academic Optimism is mid-high; the level of Teacher Engagement is mid-high; (2) there is no significant difference of Principal Democratic Instrcutional Supervision Belief in all background variables; (3) there is no significant difference of Teacher Academic Optimism in gender, age, degree, subject, seniority, and school location; however, administrative teachers are higher than homeroom teacher; teachers in small size school are higher than middle size schoo; teachers in large size school are higher than middle school; (4) there is no significant difference of Teacher Engagement in gender, age degree, subject, seniority, and school size; however administrative teachers are higher than homeroom teacher; teachers in rural schools are higher than city schools; (5) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism shows positive correlation; Teacher Academic Optimism and Teacher Engagement shows positive correlation; Principal Democratic Instrcutional Supervision Belief and Teacher Engagement shows positive correlation; (6) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism have significant predictablility to eacher Engagement; (7) Teacher Academic Optimism has partial mediation effect between Principal Democratic Instrcutional Supervision Belief and Teacher Engagement.
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    Description: 碩士
    國立政治大學
    教育學系
    104152003
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0104152003
    Data Type: thesis
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