學前教師專業成長行為的特殊性與其影響機制：與其他教育階段教師的比較

Particularity of Preschool Teachers' Professional Growth Behaviors and Its Influencing Factors: A Comparison with Teachers at Other Educational Stages

10.6384/CIQ.201310_16(4).0007

林俊瑩(Chunn-Ying Lin)；李湘凌(Shing-Ling Li)；楊皓(Hao Yang)；劉雅萍(Ya-Ping Liu)；鍾宜真(Yi-Chen Chung)

工作特質 ； 不同教育階段 ； 教師專業成長行為 ； 教學制控信念 ； 學前教師 ； different educational stages ； job characteristics ； preschool teachers ； teachers' professional growth behavior ； teaching locus of control

課程與教學

16卷4期（2013 / 10 / 01）

183 - 207

繁體中文

許多研究發現學前教師的工作聲望不如其他階段教師來得高，這可能存在的工作特質差異，是否會使學前教師與其他階段教師之專業成長行為有所不同？而除了工作條件不同外，教學制控信念會不會也導致學前教師專業成長行為有其特殊性？由於相關研究付之闕如，形成有待補強的研究缺口。本研究根據相關文獻建立一個研究模式，以教學制控信念、工作特質做為影響教師專業成長行為的中介變項，並將分析焦點擺在學前教師是否與其他階段教師在這些中介變項上有所不同，進而使其專業成長行為也有所差異。分析資料來自2008年東臺灣地區各級學校教師調查。研究發現在控制背景變項的影響後，學前教師專業成長行為普遍要高於其他教育階段教師，顯得最積極於追求教學專業之提昇，其中國中、小學教師是較不積極的。進一步分析發現教學內控信念與工作特質都對專業成長行為有顯著影響。而學前教師也因為有較明顯的內在教學制控信念，並自覺工作自主性高、較具專業性、學生較聽話，及同儕較和諧，使其專業成長行為較其他教育階段老師更為積極。

Many studies have shown that preschool teachers have relatively inferior job prestige compared with teachers at other educational stages. Will these differences in job characteristics cause teachers at different educational stages to have different professional growth behavior? In addition to job condition, is teaching locus of control also a factor that contributes to the particularity of professional growth among preschool teachers? These issues have never been addressed in previous research. To fill this research gap, the present study proposed a model with locus of control and job characteristics as mediator variables of teachers' professional growth behavior. Through this model, this study attempted to investigate the differences between preschool teachers and teachers at other educational stages in these two mediator variables and examine whether the differences would result in different professional growth behavior. Data were collected during 2008 from a survey administered to teachers at various educational stages. Results indicated that if the effects of other background variables were controlled, preschool teachers showed more professional growth behavior than teachers at other educational stages, suggesting that preschool teachers were more active in pursuit of improvement in professional knowledge and skills. Teachers teaching at junior high or elementary educational stages were generally less active in pursuit of professional growth. Further analyses also revealed that teaching locus of control and many job characteristics had a significant effect on teachers' professional growth behavior. Preschool teachers tended to significantly have more internal locus of control, higher job autonomy and professionalism, more compliance of students, and higher harmony in the workplace. As a result, they were more active and dedicated to professional growth than teachers at other educational stages.

1. 朱正雄、林俊瑩(2011)。追求卓越精進的動力來源─學前教師參與專業成長活動的影響機制。臺北市立教育大學學報，42(1)，125-156。
   連結：
2. 李佩嬛、黃毅志(2009)。影響教師參與學位進修之因果機制－以臺東縣國中教師為例。教育與社會研究，19，1-40。
   連結：
3. 林育瑋(2008)。以幼稚園為本位的教師專業成長歷程之行動研究。教育研究集刊，54(1)，15-48。
   連結：
4. 林鉦棽、蕭淑月、何慧清(2005)。社會交換理論觀點下組織支持、組織知識分享行為與組織公民行為相關因素之研究：以信任與關係為分析切入點。人力資源管理學報，5(1)，77-110。
   連結：
5. 邱皓政、周怡君、林碧芳(2010)。「工作設計量表」信效度衡鑑與工作結構潛在類別分析。測驗學刊，57(1)，139-179。
   連結：
6. 范熾文、張瑜(2008)。幼稚園教師專業成長需求與相關問題之研究。學校行政，58，94-118。
   連結：
7. 陳怡靖(2004)。臺灣中小學教師與不同職業民眾之成就歸因。思與言，42(2)，75-116。
   連結：
8. 陳美玉(2006)。教師個人知識管理在專業發展上應用之研究－以實踐九年一貫課程為例。課程與教學，9，99-121。
   連結：
9. 陳麗珠、鍾蔚起、林俊瑩、陳世聰、葉宗文(2005)。國民小學教師合理授課節數與員額編制之研究。教育學刊，25，25-50。
   連結：
10. 黃毅志(2003)。「臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊，49(4)，1-31。
    連結：
11. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Academic of Marketing Science,16,76-94.
12. Bollen, K.A.(Ed.),Long, J. S.(Ed.)(1993).Testing structural equation models.Newbury Park, CA:Sage.
13. Chen, C. C.,Chiu, S. F.(2009).The mediating role of job involvement in the relationship between job characteristics and organizational citizenship behavior.The Journal of Social Psychology,149(4),474-494.
14. Chiu, S. F.,Chen, H. L.(2005).Relationship between job characteristics and organizational citizenship behavior: The mediating role of job satisfaction.Social Behavior and Personality,33(6),523-540.
15. Dearing, E.,McCartney, K.,Taylor, B.(2009).Does higher-quality early child care promote low-income children's math and reading achievement in middle childhood?.Child Development,80,1329-1349.
16. Deluga, R. J.(1994).Supervisor trust building, leader-member exchange and organizational citizenship behavior.Journal of Occupational and Organizational Psychology,67(4),315-326.
17. Fan, L.,Zhang, F.(2004).An investigation into and study of the importance of influencing factors on teacher job satisfaction.Shenyang University Academic Journal,16(3),58-100.
18. Hardy, M. A.(1993).Regression with dummy variables.Newbury Park, CA:Sage.
19. Hoyle, R. H.(Ed.)(1995).Structural equation modeling: Concepts, issues and applications.Thousand Oaks, CA:Sage.
20. Huang, T. C.,Hsiao, W. J.(2007).The causal relationship between job satisfaction and organization commitment.Social Behavior and Personality,35(9),1265-1276.
21. Kwakman, K.(2003).Factors affecting teachers' participation in professional learning activities.Teaching and Teacher Education,19,149-170.
22. Maslow, A. H.(1954).Motivation and personality.New York, NY:Harper & Row.
23. Nir, A. E.,Bogler, R.(2008).The antecedents of teacher satisfaction with professional development program.Teaching and Teacher Education,24(2),337-386.
24. Parker, S. K.,Wall, T. D.(1998).Job and work design: Organizing work to promote well-being and effectiveness.Thousand Oaks, CA:Sage.
25. Perry, B.,Dockett, S.,Harley, E.(2007).Preschool educators' sustained professional development in young children's mathematics learning.Mathematics Teacher Education and Development,8,117-134.
26. Rotter, J. B.(1966).Generalized expectancies for internal versus external control of reinforcement.Psychological Monographs: General and Applied,80(1),1-28.
27. Schumacker, R. E.,Lomax, R. G.(1996).A beginner's guide to structural equation modeling.Mahwah, NJ:Lawrence Erlbaum.
28. Smolin, L.,Lawless, K. A.(2011).Evaluation across contexts: Evaluating the impact of technology integration professional development partnerships.Journal of Digital Learning in Teacher Education,27(3),92-98.
29. Timperley, H.,Alton-Lee, A.(2008).Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners.Review of Research in Education,32,328-369.
30. Tsai, S. L.,Chiu, H. Y.(1991).Constructing occupational scales for Taiwan.Social stratification and mobility,Greenwich, CT:
31. Whitcomb, J.,Borko, H.,Liston, D.(2009).Promising professional development models and practices.Journal of Teacher Education,60(3),207-212.
32. 李承傑、趙曼妏(2010)。幼教老師教學制控信念與專業成長對工作滿意度影響之結構方程模式檢定：以臺東縣為例。教育研究學刊，6，31-50。
33. 周子敬(2006)。結構方程模式（SEM）－精通LISREL。臺北:全華。
34. 林育瑋(1996)。幼教教師的專業成長歷程。臺北師院學報，9，803-832。
35. 林俊瑩(2011)。教師組織公民行為的跨教育階段比較分析－學前教師的特殊性與其影響機制。教育政策論壇，14(3)，155-188。
36. 邱皓政(2009)。行政院國家科學委員會專題研究成果報告行政院國家科學委員會專題研究成果報告,行政院國家科學委員會。
37. 郭維哲(2007)。教師組織之公民行為的中介影響模式。教育資料與研究，75，137-148。
38. 黃芳銘(2003)。結構方程模式：理論與應用。臺北:五南。
39. 黃盈彰(2002)。中小學教師工作滿意度特性之研究－與高層專業人員等職業類別作比較。教育與心理研究，25，149-177。
40. 黃毅志(1998)。行政院國家科學委員會專題研究計畫行政院國家科學委員會專題研究計畫,行政院國家科學委員會。
41. 顏敏娟(1997)。臺灣地區「教育與職業不相稱」階層化變遷之研究：1979-1996。國立中正大學學報，8(1)，37-71。

1. 李佩珊,吳佳純(2022)。「臺灣中小學輔導人員施為行動短式量表」之發展與分析。測驗學刊，69(1)，55-82。