國小教師專業成長量表編制之研究

A Study on the Development of Elementary School Teacher Professional Growth Scale

教師專業是提升教育品質的關鍵，也是教育成功的基礎，然而目前國內的專業成長量表多是著重在教師自己認知目前專業成長的程度，並非強調是參加專業發展活動或研習後的專業成長程度，因此量表可能有侷限性，不符合使用。所以，本研究目的在以實踐取向為依歸，編制一套適合衡量教師在參加專業發展活動後的專業成長量表。本研究透過探索性因素分析、驗證性因素分析、聚斂效度、區別效度以及測量恆等性等步驟，編製教師專業成長的量表，量表內涵在文獻探討時一共包含專業知能（以教學工作為主軸）、專業倫理與態度（包含教師理念、反思等）、專業實踐（強調學習是否能實際應用在教學上，並且以關注學生學習為焦點），三個構面。經過14位學者專家的修訂，以及314樣本進行量表預試分析與因素結構探索，建構出四個構面分別為專業倫理、專業實踐、專業知能以及專業反思。而後以656名正式樣本進行量表之驗證性因素分析、聚斂效度、區別效度以及年資測量恆等性等各項考驗。研究結果顯示，本量表建構的二階四因素模式具有良好的契合度，且本量表模式更具有跨樣本的穩定性，同時適用不同年資群組的分析。整體而言，本研究量表具有實務應用之參考價值。

 

It is the key element to improve the quality of education as well as the foundation of educational success by improving teachers’ teaching profession. However, the current scales used for professional growth are mostly focused on teachers’ personal perception of their professional growth level, rather than the profession degree after participating in the professional development activities or studies. Therefore, the scale may be limited and unsuitable for use in that case. Thence, the purpose of this research is to develop a set of Professional Growth Scales which is suitable for measuring the degree of teachers’ professional growth after participating in professional development activities based on practice orientation. Via the steps of exploratory factor analysis, confirmatory factor analysis, convergent validity, discriminant validity, and measurement invariance, this research has developed a scale for teachers’ authentic participation in professional learning communities. There are three dimensions considered and discussed in the literature review to be the connotation of this scale. They are professional knowledge and ability which focus on teaching tasks, professional ethics and attitude including teachers’ teaching philosophy and reflection, and professional practice with emphasizing on practical teaching skills to assist students’ learning needs. After revision by 14 scholars and experts with 314 samples for pre-test analysis of the scale and exploration of factor structure, four dimensions were constructed. They are professional ethics, professional practice, professional knowledge and professional reflection. Then, 656 formal samples were employed to test the scales’ confirmatory factor analysis, convergent validity, discriminant validity and the identity of seniority measurement. The research results show that the second-order with four-factor model which constructed by this scale made a positive model fit, and it is applicable to analysis the different seniority groups. Overall, this research scale makes valuable reference for practical application.