A study on relationship among the principal democratic instrcutional supervision belief, teacher academic optimism and teacher engagement of junior high schools in New Taipei City

• Main Authors: Yang, Wen-Yen, 楊文彥
• Other Authors: Guo, Chao-Yu
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/t74h37

碩士 === 國立政治大學 === 教育學系 === 105 === The purpose of the study is to investigate the relationship among Principal Democratic Instrcutional Supervision Belief, Teacher Academic Optimism and Teacher Engagement of junior high school teachers in New Taipei City. The survey participants consist of 315 junior high teachers in New Taipei City. The researcher adopted survey method, and the data were analyzed by descriptive statistics, t-test, one-way ANOVA, Pearson correlation, logistic regression, and PLS-SEM. The statistical result reveals that: (1) the level of Principal Democratic Instrcutional Supervision Belief is high; the level of Teacher Academic Optimism is mid-high; the level of Teacher Engagement is mid-high; (2) there is no significant difference of Principal Democratic Instrcutional Supervision Belief in all background variables; (3) there is no significant difference of Teacher Academic Optimism in gender, age, degree, subject, seniority, and school location; however, administrative teachers are higher than homeroom teacher; teachers in small size school are higher than middle size schoo; teachers in large size school are higher than middle school; (4) there is no significant difference of Teacher Engagement in gender, age degree, subject, seniority, and school size; however administrative teachers are higher than homeroom teacher; teachers in rural schools are higher than city schools; (5) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism shows positive correlation; Teacher Academic Optimism and Teacher Engagement shows positive correlation; Principal Democratic Instrcutional Supervision Belief and Teacher Engagement shows positive correlation; (6) Principal Democratic Instrcutional Supervision Belief and Teacher Academic Optimism have significant predictablility to eacher Engagement; (7) Teacher Academic Optimism has partial mediation effect between Principal Democratic Instrcutional Supervision Belief and Teacher Engagement.