臺北市教學輔導教師彰權益能的建構與分析   免費試閱

The Constructs and Analysis of Mentor Teacher Empowerment in Taipei

為求教育成功改革和營造開放創新的環境，本研究以教師彰權益能為研究核心，除了自編問卷外，也將以此分析臺北市教學輔導教師彰權益能的現況及其影響變項因素。本研究以臺北市332位教學輔導教師為施測對象，以因素分析、主成分分析、Cronbach’s α信度分析、獨立樣本單因子多變量變異數分析和LISREL進行多變量多元迴歸分析模型等進行分析，研究結果如下：本研究編擬的彰權益能問卷具有良好的一致性和穩定性；現況相較之下，以自主決策為優，而校務決策偏弱。其次，男教師、有擔任行政主管、專任教學教師或兼行政的教學輔導教師，在校務決策和自我效能會比其他教師好；而影響力又以男教師高於女教師。最後，校長正向支持和教師合作風氣，對教學輔導教師彰權益能的各因素向度都有正向顯著影響。本研究將依據研究發現，提出相關建議。

Teacher empowerment is said to be a crucial component in successful education reform. This study used a teacher empowerment scale to analyze the factors that influence mentor teacher empowerment condition and its effect in Taipei. A total of 332 mentor teachers in Taipei were surveyed. Factor analysis, principal component analysis, Cronbach’s α reliability, independent-samples and one-way multivariate analysis of variance, in addition to LISREL’s model of multivariate multiple regression analysis were used in this research. The proposed teacher empowerment questionnaire used proved to be reliable and valid. Results show autonomous decisionmaking was found to be more significant in teachers’ empowerment than school decision-making. Teachers were male or had full or part-time administrative work also scored higher in school decision-making and selfefficacy. Lastly, positive support from school principals and administration in a cooperative school atmosphere were shown to have a positive effect on teacher empowerment. Further implications from this study are provided.