Learning organization and teachers'professional growth Of elementary school in Taipei County

• Main Author: 林朝隆
• Other Authors: 王保進
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/04630028972078691781

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所 === 96 === The research is to explore the relationship of learning organization and teachers’ professional growth in elementary schools of Taipei County. Self-made questionnaires are adopted in the research, the target subjects include the Principals, teachers and substitute teachers of all public elementary schools, including directors, section chief, homeroom teachers and subject teachers. 603 valid samples are collected. The tool used is the questionnaire of “Elementary School Learning Organization and Teachers’ Professional Growth”. After the data have been carefully studied by using statistical methods of descriptive statistics, t test, Pearsons’ product-moment correlation analysis, and multiple regression analysis, the conclusions were as follows： 1. Learning organization and teachers’ professional growth in elementary schools of Taipei County were at an intermediate level. 2. There are no significant differences in teachers’ perception of learning organization in terms of gender, educational background, and participation of teacher’s association. In term of different gender, the average score of male teachers is higher than that in female teachers. In term of educational background, the teachers with the degree of junior college or others have got the highest score. 3. There are significant differences in teachers’ perception of learning organization in terms of age, seniority, position, school scale and school location. 4. Teachers’ professional growth is rather good in elementary schools. Teachers’ perception of professional growth in elementary schools improving the development of organization is the best, the next is professional knowledge, self-development, professional ethics and attitude respectively. 5. There are significant differences in teachers’ perception of teachers’ professional growth in terms of age, educational background, position, seniority, participation of teacher’s association, and school location. 6. The average score of the high level group on the whole learning organization based on Teachers’ professional growth Inventory is higher than those in low level group and middle level group. 7. There are significant differences in teachers’ professional growth in terms of different level of 「systematic thinking」、「self-surmount」、「improvement of intelligence mode」、「common view」 and「group learning」. Scheffe’s test is used to make comparisons, it is found that the average score of high level group is higher than those in low level group and middle level group. Finally, based on the research results, the researcher proposes some suggestions to Institute of Educational Administration, Elementary School teachers and related researches in the future.