A Study on the Relationship between Kaohsiung City Junior High School Teachers’ Participation in Professional Learning Communities and Their Professional Development

• Main Authors: Yan, Mingchen, 顏鳴辰
• Other Authors: Liu, chingchung
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/35249665785148615062

碩士 === 國立屏東教育大學 === 教育行政研究所 === 101 === The objective of this study was to investigate the relationship between Kaohsiung City junior high school teachers’ participation in professional learning communities (PLC) and their professional development (PD). The method of questionnaire survey had been adopted by this research, with the self-developed “questionnaire survey on Kaohsiung City Junior High School Teachers’ Participation in Professional Learning Communities and Their Professional Development” as the research tool, and the public junior high school teachers in Kaohsiung City as the objects of research. A total of 593 valid samples were recovered. Based on the results obtained from the questionnaire answers, data analyses were conducted using numerous statistical methods, including descriptive statistics, independent samples t-test, analysis of variance (ANOVA) for dependent samples, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression. According to the analytical results of the data, the study conclusion comprised the following: 1.The junior high school teachers’ attitudes toward the participation in professional learning communities were mostly positive; of which, the “reflection-growth” attitude exhibited better results. 2.The professional development performance of the junior high school teachers was relatively good; of which, the “specialized knowledge and competency in the subject” attitude exhibited the best results. 3.Regarding the significance of participation in professional learning communities, the junior high school teachers prioritized the factor of “enhancing professional growth”; whereas, “excessive curriculum affairs and pressure” was the difficulty factor for promoting the participation. 4.The “younger” junior high school teachers, those who have “higher qualifications” and those who are from “large schools” exhibited a higher degree of recognition toward participation in professional learning communities. 5.The junior high school teachers who are “teachers and directors” and from “larger schools” exhibited better performance in professional development. 6.The junior high school teachers who exhibited an increased cognitive attitude toward participation in professional learning communities exhibited better performance in professional development. 7.The participation of the junior high school teachers in professional learning communities was most helpful to the “specialized knowledge and competency in the subject” of their professional development. 8.The junior high school teachers’ attitudes toward participation in professional learning communities can effectively interpret their performance in professional development; of which, the “shared vision” factor was the most influential. Finally, based on the aforementioned research findings and conclusions, this study proposes several suggestions in the following, which can be provided as a reference for competent authorities for education, school administration units, junior high school teachers, and future researchers. Keywords: junior high school teachers, professional learning communities (PLC), professional development (PD)