Teachers’ Perception of School Environment and Teachers’ Professional Development
School environment is the educational ecological environment of teachers? professional development， and different teachers form their own perception of the school environment. This paper investigated the influence of school environment on elementary and secondary school teachers’ professional development by questionnaire . The results show that teachers? professional development was a dynamic and stable structure， which contained four dimensions：professional philosophy and ethics， professional knowledge， professional ability， and communication and cooperation. Teachers' perception of school environment could not only wholly and directly affect the professional development of teachers， but also could ex- ert influences on the professional development of teachers through mediation variables such as teachers’ self-efficacy of education， job involvement and vocational delay of gratification. The result also shows differences of teachers' perception of school environment and professional development in gender， age， teaching experience， qualification， professional title， and duties. What’s more， the school level variables of school type and school location had great influence on teachers' perception of school environment and teachers' professional development. It suggests that we promote the teachers' professional development by adjusting the basic conditions of the impact mechanism， establishing the school environment reasonably and using the main intermediary paths.
|關鍵詞||学校环境、教师专业发展、影响机制、school environment、perception、teachers’ professional development、impact mechanism|