| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 97 === The purpose of this study was to investigate the relationship between elementary teachers’ professional commitment and teaching effectiveness, and then analyze the differences of dissimilar background variables on teachers’ professional commitment and teaching effectiveness. Further, it explored the elementary teachers’ perception of the relationship between teachers’ professional commitment and teaching effectiveness. Finally, the study tried to verify these factors for prediction.
This study employed questionnaire survey as main research method. The subjects were public elementary school teachers in Yilan county. According to the scales of the elementary school, 517 teachers were random stratified sampled. The retrieve rate was 76.79%. After getting rid of some useless questionnaires, the total number of usable questionnaires was 383 and the usable return rate was 96.4％. The researcher adopted statistical analysis including descriptive statistics, t-test, one-way ANOVA, Pearson's product-moment correlation and stepwise multiple regression analysis.
The research results were as followings:
1. The elementary school teachers in Yilan had high professional commitment.
2. The elementary school teachers in Yilan had high teaching effectiveness.
3. Significant differences were not found on teachers’ professional commitment in dissimilar background variables.
4. Significant differences were not found on teachers’ teaching effectiveness in dissimilar background variables.
5. There was significantly positive correlation between teachers’ professional commitment and teachers’ teaching effectiveness.
6. The teachers’ professional commitment was notably predictable to the teachers’ teaching effectiveness.
Base on the results and findings of the research, some suggestions were provided for education authorities, elementary school administration agencies, school teachers, and future study were proposed.
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