支持教師專業發展的學校氣氛之個案研究

A Case Study of School Climate that Supports Teacher Professional Development

本研究旨在探索個案學校中教師感知支持專業發展的學校氣氛，以及在人力、策略和資源層面上營造支持性氣氛的可能條件。為達上述研究目的，本研究進行兩場次焦點團體訪談蒐集證據，進行探索性個案分析。本研究主要發現為：（一）個案學校本已有教師交流情形，教學輔導教師制度促進該校制度化教師交流活動；（二）學校中的信任關係是營造教師合作文化的基礎；（三）教學輔導教師制度、專業學習社群、學習共同體等群體學習，是發展教師集體效能感的媒介；（四）策略層面中善用設定課程精進目標與校長教學領導，而資源應用層面中空間規畫與專案整合，乃是促進學校氣氛正向發展的因素；（五）各種教師專業發展制度或計畫，尚未高度關注學生學習成就之提升。本研究最後根據研究結論，提出相關建議提供教師專業發展之實務及研究參考。

The main purpose of this study is to explore the teachers’ perception of the school climate that supports professional development in the case school, and the possible conditions for creating a supportive school climate at the dimension of manpower, strategy and resources. This study adopts qualitative research method to conduct exploratory case study, and collects evidence using two focus group interviews. The main findings are as follows: (1) Teacher interaction is institutionalized through mentor teacher program in case school. (2) Trust is the foundation for constructing teachers’ collaboration in case school. (3) The mentor teacher program, teacher professional learning community, and learning community, etc., are the media for developing teachers’ collective efficacy. (4) The factors facilitating supportive school climate are making good use of the strategy of setting curriculum improvement goals and principal’s instructional leadership, and promoting the application of effective resources for the integration of school space and projects. (5) Teacher professional development activities do not completely focus on student learning outcome. According to the findings, suggestions for the implementation and further studies are proposed.