我國國民小學教師參與團隊學習之研究

Abstract

本研究旨在探究我國國民小學教師參與團隊學習的現況、績效、困境阻礙與需求期待；並進ㄧ步提出相關的對策與建議，來探討國民小學教師參與團隊學習的歷程。為達研究目的，本研究透過文獻分析與問卷調查，針對台灣地區（包括臺、澎、金、馬）公立國民小學進行問卷調查，研究對象為學校編制內合格正式國民小學教師，先後發放紙本問卷3120份，實際有效回收問卷1363份，其後運用描述性統計、單因子變異數分析與積差相關分析進行考驗與統計分析，並擬定半結構式的訪談大綱，針對10位國小教師進行深入訪談，以求深入瞭解。根據研究結論，希冀對教育機關、學校行政、國民小學教師及未來的研究提出建 議、因應對策與思維觀點，俾使有關單位能做進一步研究之參考。 根據問卷調查及訪談研究(結果)，本研究的結論如下： 一、根據問卷，我國國民小學教師參加教學團隊的主要原因為「提升教師專業」、 「課程討論」及「改善教學」。而教師所選取的團隊是以「各領域小組」和「學年團隊」為主。「提升教師專業」、「增進同儕情感」與「積極學習」為增強教師參與團隊學習的動機。 二、「真的團隊」必須兼具「共同領導」、「聯合責任」、「特定的團隊目標」、「開放討論及解決方式會議」、「直接的方式評估成果」與「一起工作」的特質，只有12%的教師具有真團隊的特質。 三、「可以節省時間，分工合作」是團隊績效最大的效益。「可以吸取不同的教學經驗，滿足個人學習成長需求」是個人績效最大的效益。團隊績效和個人績效之間呈現高度正相關。 四、時間不足為最重要的困境。組織成員困境與個人困境之間，呈現高度相關，換言之，組織成員困境越高，相對的個人困境也越高。 五、教師需要瞭解團隊學習的方法，希望學校可以提供進修、研習的管道，以瞭解團隊學習的運作模式。 六、不同學校地區的國民小學教師在「個人的認知態度」、「團隊績效」、「個人績效」、「需求期待」達顯著差異，其他層面未達顯著差異。在個人與團隊績效部分，東部地區表現較差，中部地區與北部地區則表現較佳。 七、不同學校規模的國民小學教師在「運用團隊學習的方法」、「個人的認知態度」、「團隊績效」、「個人績效」、「環境因素的困境」、「個人因素的困境」、「需求期待」方面，25~48班、49~72班、73班以上高於12班以下。 八、不同學校歷史之國民小學教師在「運用團隊學習的方法」與「團隊績效」方面，學校歷史越短明顯高於學校歷史較長的學校，學校歷史較長的學校比學校歷史較短的學校遇到困境與阻礙也相對的較高。 九、不同學校職務之國民小學教師在「個人的認知態度」與「個人績效」方面，校長明顯高於其他職務，在「缺乏經費支援」而言，主任明顯高於導師。在就「缺乏行政支援」而言，導師、科任教師明顯高於組長。在就「學校事務性工作過重」而言，組長明顯高於導師及科任教師。 十、不同年齡之國民小學教師在「運用團隊學習的方法」「個人的認知態度」、「團隊績效」、「個人績效」而言，51歲以上明顯高於其他年齡。 十一、不同任教年資之國民小學教師在「個人的認知態度」、「團隊績效」與「個人績效」而言，任教21年以上的國小教師明顯高於其他年資的國小教師。 十二、不同教師團隊類型的國民小學教師在「運用團隊學習的方法」、「個人的認知態度」、「團隊績效」等層面，學年團隊表現較佳。而在「環境因素的困境」、「組織成員因素的困境」、「個人因素的困境」而言，「課程發展委員會」與「各領域小組」遇到困境阻礙偏高。

The research aims to explore the status quo, the performance, the dilemma, as well as the expectation of team-learning among primary teachers; it, furthermore, advances correlative strategies and suggestions which probe into the team-learning process of primary school teachers. In order to attain the objectives mentioned above, I conducted a questionnaire survey along with citation analyses targeting a total of 3120 regular teachers in Taiwan (including Taiwan Island, the Pescadores, Kinmen Island and Matsu Island); in the end, received valid responses from 1363 teachers (43.7%). With the exercise of descriptive statistics, one-way ANOVA, Pearson's product-moment correlation analysis and statistics analysis, the semi-structured interviews are carried out to investigate the team-learning process among 10 elementary school teachers with team learning experiences. Based on the dissertation, I intend not merely to propose suggestions to education authorities, education organizations, and elementary school teachers for further study, but to present strategies as well as perspectives to serve as a reference for related organizations. In light of the questionnaire investigations and the outcomes of interview research, this research draws 12 conclusions as follows:

1. The reasons for elementary school teachers to partake in teaching team are "promoting teachers' profession," "curriculum discussion," and "improving teaching methods." Their primary chosen teams are "curriculum panels for each Learning Area" and "grade teacher teams." Their major enhanced motivations are "promoting teachers' profession," building peer relationships," and "active learning."

2. A genuine team is entitled with "collaborative leadership," "joint liability," "one specific team goal," "open discussion and troubleshooting meeting."

3. " Saving time and collaboration" is the maximum benefit for team performance; "obtaining diverse teaching experiences and meeting the needs of individual learning for growth" is the utmost advantage for individual performance. A high positive correlation is found in "team performance" and "individual performance."

4. "Lack of time" is the prime predicament. Moreover, a high positive correlation is shown between a group member's and an individual's predicaments. In other words, the higher a group member's predicament is, the higher an individual's predicament is.

5. Teachers need access to "team learning," hoping schools can provide teachers with resources of further study and related seminars in order for them to better understand the operation mode of team learning.

6. Primary teachers of dissimilar areas show evident discrepancies in these four items --"individual cognitions and attitudes," "team performance," "individual performance," as well as "needs and expectations." However, they show minor differences in other items. In terms of "individual and team performance," northern and midland teachers perform better than eastern teachers.

7. Teachers of different school scales perform differently. Teachers from the schools with 25-48, 49-72, and over 73 classes score higher than those with less than 12 classes in "exercising team-learning strategies," "individual cognitions and attitudes," "team performance," "individual performance," and "need & expectations."

8. School history influences teachers' performances in "exercising team-learning strategies" and "team performance." Teachers from schools with short history perform better than those with long history. That is, long history schools meet more predicaments and barriers than short history schools.

9. Different teachers' positions affect their performances in items of "individual cognitions and attitudes" and "individual performance." Obviously, principals perform better than other positions. In "lack of budget support," school directors perform better than homeroom teachers. Under the item of "lack of administrative backup," homeroom and subject teachers scored higher than school chiefs in "heavy school clerical work."

10.Age discrepancy also acts on teachers' performance in "exercising team-learning strategies," "individual cognitions and attitudes," "team performance," and "individual performance." Teachers of age above 51 perform better than people of different ages.

11. Different teaching seniorities influence teachers' performance in "individual cognitions and attitudes," "team performance," and "individual performance." Teachers with over 21years' seniorities perform better than others with less teaching years.

12.Among various types of learning teams, "grade teacher team" scored higher than other teams in "exercising team-learning strategies," "individual cognitions and attitudes," as well as "team performance." Besides, the obstacles which Committees of School Curriculum Development and curriculum panels for each Learning Area meet are higher than other groups in "environmental predicaments," "team members' predicaments," and "individual predicament."