閱讀全文 | |
篇名 |
國小實習教師的角色知覺、工作投入與專業成長之因果關係研究
|
---|---|
並列篇名 | The Causality among Role Perception, Job Involvement and Professional Growth |
作者 | 吳和堂、鍾明翰 |
中文摘要 | 本研究旨在探討國小實習教師的角色知覺、工作投入與專業成長三者的現況、相關與因果關係。經用自編的國小實習教師角色知覺、工作投入與專業成長問卷,共施測256位國小實習教師,經描述性統計、積差相關與結構方程模式等統計,分析後發現:國小實習教師在整體角色知覺、工作投入、專業成長上都達中等以上程度,三者彼此之間也都有顯著的正相關。在因果關係方面,本研究發現角色知覺是透過工作投入,來影響專業成長。依據發現,首先,建議國小實習教師要更積極與正向地深入認識教師角色。其次,建議實習教師工作投入應更積極。最後,建議在未來研究上增加角色知覺、工作投入的層面,以找出更多影響國小實習教師專業成長的因素。 |
英文摘要 | This study aims at examining the statuses and relationships among role perception, vocational commitment, and professional growth of grade school intern teachers. A survey designed by the authors were administered to 256 interns. Data were analyzed using descriptive statistics and structural equation modeling (SEM). Results indicated that (a) interns scored in the middle range on their levels of role perception, vocational commitment, and professional growth, and there is a significant positive correlation among the three variables. Meanwhile, the effect of role oerceotion on professional growth is mediated by vocational commitment. Several suggestions are offered based on the results. First, intern teachers in grade school need to develop more positive appraisal of professional role. Second, intern teachers need to develop stronger commitment to the vocation. Future research should focus more on the contributions of role perception and vocational commitment to teachers' professional development. |
起訖頁 | 419-438 |
關鍵詞 | 工作投入、角色知覺、專業成長、國小實習教師、intern teacher、job involvement、professional growth、role perception |
刊名 | 教育心理學報 |
期數 | 201112 (43:2期) |
出版單位 | 國立臺灣師範大學教育心理與輔導學系 |
該期刊 上一篇
| 四分法成就需求架構之驗證及其對成就目標導向模式的調節效果 |
該期刊 下一篇
| 教師工作壓力及因應策略相關性之後設分析 |