The Influence of Teachers'' Professional Development on Teachers'' Efficacy: Teachers'' Job Involvement as a Moderator

• Main Authors: Hsiu-kuei Lu, 呂秀桂
• Other Authors: Shueh-Chin Ting
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/19353117823439144440

碩士 === 國立臺南大學 === 教管所教育行政碩士班 === 96 === In recent years, the education institute has promoted the activities of teacher professional development energetically. However, there are few studies discussed about if teacher professional development has positive influence on teachers’ efficacy and especially about what kind of teachers it works well on. Teachers’ job involvement was taken as a key point in the study. This study conducted empirical verifications on if teacher professional development needs teachers’ job involvement. The conclusion and suggestions based on the findings were provided for the authority related to education, schools, and future researchers. The method used for this study was questionnaire survey. According to the amount of the teachers in the schools with different dimensions, the subjects were drawn from 360 homeroom teachers in the 38 public elementary schools of Nantou County by stratified random sampling. There were 332 questionnaires returned and the valid questionnaires were 315 copies. These collected data were analyzed by reliability and validity analysis, descriptive statistics, and hierarchical regression analysis with the SPSS12.0-for-windows software. The findings of this study were as follows: 1. The elementary school teachers had higher perceptions on the inventories of the teacher professional development, teacher efficacy, and teachers’ job involvement. 2. The better the teacher professional development was, the higher the teacher efficacy was. The three aspects of the teaching competence of teacher professional development, class management, and student counseling had positive influence on the three aspects of the student learning achievement, class atmosphere and parents’ support. 3. The teachers who have higher job involvement had a great effect upon the influence of teaching competence, class management, and student counseling on the student learning achievement and parents’ support and the influence of student counseling on class atmosphere.