臺中市國民小學教師參與教師專業學習社群之專業成長與教學效能關係之研究

A Study on the Relationship between Professional Growth and Teaching Effectiveness of Elementary School Teachers Participating in Professional Learning Communities in Taichung City

本研究旨在瞭解臺中市國民小學教師參與教師專業學習社群後，專業成長與教學效能之現況及其相關情形。採用問卷調查法，硏究工具為「臺中市國民小學教師參與教師專業學習社群之專業成長與教學效能關係調査問卷」，以113學年度之臺中市國民小學教師為研究對象，採用分層叢集抽樣方式，研究樣本379人。資料以描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關等統計方法進行資料處理分析。研究結論如下：
（一）臺中市國民小學教師參與教師專業學習社群之專業成長現況良好，以「專業態度」層面最佳。
（二）臺中市國民小學教師參與教師專業學習社群之教學效能現況良好，以「班級氣氛」層面最佳。
（三）不同職務、學校規模、學校地區、曾參與社群類別數之教師在參與教師專業學習社群後，其專業成長整體或各層面有顯著差異。
（四）不同教育程度、職務、學校規模、學校地區、曾參與社群類別數之教師在參與教師專業學習社群後，其教學效能整體或各層面有顯著差異。
（五）臺中市國民小學教師參與教師專業學習社群之專業成長與教學效能間呈現顯著正相關。

The objective of this study was to investigate the current status and correlation between professional growth and teaching effectiveness among elementary school teachers in Taichung City after participating in professional learning communities. A questionnaire survey method was adopted, using the“Questionnaire on the Relationship Between Professional Growth and Teaching Effectiveness of Elementary School Teachers Participating in Professional Learning Communities in Taichung City”as the research instrument. The participants were 379 elementary school teachers in Taichung City in 2024, selected using stratified cluster sampling. The data were analyzed using descriptive statistics, independent samples t-test, one-way analysis of variance, and Pearson product-moment correlation. The conclusions are as follows:
(1)The current status of professional growth among elementary school teachers in Taichung City participating in professional learning communities is favorable, with the“professional attitude”dimension rated the highest.
(2)The current status of teaching effectiveness among elementary school teachers in Taichung City participating in professional learning communities is favorable, with the“classroom atmosphere”dimension rated the highest.
(3)There are significant differences in overall and individual dimensions of professional growth among teachers with different positions, school sizes, school locations, and numbers of professional learning community types participated.
(4)There are significant differences in overall and individual dimensions of teaching effectiveness among teachers with different educational backgrounds, positions, school sizes, school locations, and numbers of professional learning community types participated.
(5)There is a significant positive correlation between professional growth and teaching effectiveness among elementary school teachers in Taichung City participating in professional learning communities.