A STUDY OF THE RELATIONSHIP BETWEEN MOTIVATION AND ATTITUDE OF PARTICIPATING PROFESSIONAL LEARNING COMMUNITIES OF ELEMENTARY SCHOOL TEACHERS IN NEW TAIPEI CITY

• Main Authors: CHUANG, YU-LING, 莊玉鈴
• Other Authors: WANG, WEN-LIN
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/42759986541552298894

碩士 === 輔仁大學 === 教育領導與發展研究所碩士班 === 102 === This study attempts to explore the relationship between motivation and attitude of participating professional learning communities of elementary school teachers in New Taipei City. A self-designed questionnaire was the tool of the research. This study surveyed the elementary teachers of participating professional learning communities in New Taipei City. Questionnaires were sent out to 399, and useable 332 copies returned. The retrieval rate of valid copy was 83.20%. The data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression, etc. The result of the research includes the following: 1.The motivation of participating professional learning communities of elementary school teachers in New Taipei City is at high level, in which the professional development is the highest and others affected is the lowest. 2.The attitude of professional learning communities of elementary school teachers in New Taipei City has a high degree, in which the knowledge sharing is the highest and cooperative learning is the lowest. 3.There are some differences in the motivation of participating professional learning communities with academic qualification and school size. 4.There are significant differences in the attitude of professional learning communities with teacher's status. 5.There are some differences in the attitude of professional learning communities with age and years of service. 6.There is the positive correlation between motivation and attitude of participating professional learning communities of teachers. 7.For the attitude of participating professional learning communities, “social relationship” has the most predictive power. Finally, based on the research results, some suggestions are provided for government education agencies, school administration staffs, the leaders of professional learning communities, school teachers and future researchers.