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一路走來 始終如一 小學教師角色知覺轉變之內涵 107 (二 ) 調 查 研 究 樣 本 本研究之目的乃透過編製 角色變遷量表 除發展評量小學教師角色變遷之研究工具外 更期將教 師的變遷內涵予以結構化 本研究之施測樣本 係根據抽樣原理 在 95% 的可靠度下 樣本人數約需 400 位 De Vans,1986 p.63 鍾倫納 1994 p.107 因此 本研究施測樣本人數將以我國臺灣地區 394 位小學教師為對象 並進一步採分層叢集抽樣方式來進行抽樣 茲依據臺灣省北 中 南 東 臺北市 高雄市等六區抽樣如表四 經回收有效問卷 358 份 回收率為 90.86% 表四 調查樣本一覽表 學校規模 學校數 臺灣省 大型 295 1 中型 601 3 小型 抽樣學校數 1227 6 施測學校 抽樣人數 有效問卷 南市安慶國小 70 61 中縣清水國小 50 50 屏縣高樹國小 30 21 宜蘭縣公正國小 30 24 嘉縣中正國小 10 10 南縣光榮國小澄山分校 15 14 北縣民義國小 17 13 澎湖縣赤崁國小 11 11 台東縣愛國埔國小 11 11 宜蘭縣北成國小 10 10 北市 142 1 北市吉林國小 70 63 高市 83 1 高市光武國小 70 70 394 358(90.86%) 合計(回收率) 三 實施程序 本研究在確定研究主題後 接著蒐集閱覽有關文獻 並據此研擬 訪談大綱 (詳附錄一) 並自民國 89 年 8 月 29 日至 90 年 4 月 7 日進行晤談研究 訪談後 將訪談錄音謄為逐字稿 並根據 小學教師角 色變遷分析表 (詳附錄二)進行分析 以擬訂施測量表 復次 於 90 年 12 月 1 日至 91 年 1 月 20 進行施 測 於問卷回收後 最後 則進行調查資料之建檔 統計 分析 及撰寫研究報告 四 資料處理 一 質的資料之處理 本研究在 質的資料 之處理 主要係依循 錄音資料 轉換成逐字稿 重複閱讀資料 再依文獻 探討所歸納之主題類目 將相關主題的概念予以分類 進而建構各類資料之意義 等步驟 本部份資料 之分析與編碼 係由研究者與專案研究助理劉敏琪一起進行 兩人先進行訪談與錄音 整理逐字稿 並 進行編碼 在經共同討論後 再確認提出 二 量的資料之處理 對於回收調查問卷資料之處理 本研究所使用的統計方法包括項目分析 item analysis 因素分析 factor analysis 及內部一致性分析(internal consistency analysis)
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109 T7 T1T2T4
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117 F1.4902.9545 F2.5697.9543 F3.5184.9544 F4.5576.9543 F5.3389.9551 F6.5989.9541 F7.4973.9544 F8.5492.9542 F9.5169.9543 F10.3735.9551 F11.5468.9542 F12.4310.9548 F13.4945.9544 F14.3369.9553 F15.5797.9541 F16.4853.9545 F17.4704.9545 F18.5806.9542 F19.5901.9541 F20.5010.9544 F21.5112.9544 F22.3444.9551 F23.3908.9550 F24.5649.9543 F25.5513.9543 F26.4763.9545 F27.4948.9544 F28.5274.9543 F29.6188.9541 F30.3139.9552 F31.5116.9545 F32.5462.9544 F33.5894.9542 F34.5617.9543 F35.5725.9542 F36.4144.9547 F37.6598.9539 F38.6784.9539 F39.5970.9540 F40.4681.9547 F41.5073.9544 F42.4950.9544 F43.4925.9548 F44.4886.9547 F45.3339.9550 F46.6182.9541 F47.4732.9545 F48.6298.9541 F49.6248.9540 F50.5387.9543 F51.3731.9551 ( )
118 F52.5438.9543 F53.4505.9546 F54.5230.9543 F55.6155.9540 F56.5656.9541 F57.5502.9543 F58.5750.9542 F59.5584.9543 F60.3843.9548 F61.5734.9542 F62.5364.9543 F63.4592.9550
119 (h 2 ) f1 f2 f3 f4 f5 f6 F38 F34 F39 F35 F29 F33 F37 F32 F31 F36 F21.786.764.762.761.704.670.615.557.508.491.448.714.616.617.619.651.581.566.492.477.391.391 F12 F51 F10 F14 F40 F43 F63 F23 F44 F11 F22.740.729.723.683.668.643.622.602.593.546.420.588.545.554.527.505.569.496.409.546.425.260 F2 F3 F6 F4 F1 F7 F8 F18 F19 F15 F20 F5.812.804.797.795.735.730.728.586.563.509.474.463.677.673.672.648.549.563.613.572.518.416.381.338 F61 F49 F47 F58 F50 F59 F57 F52 F41 F46 F48 F60 F42 F45 -.780 -.760 -.740 -.715 -.704 -.693 -.645 -.642 -.639 -.628 -.611 -.593 -.550 -.371.618.624.591.626.544.581.671.460.498.535.514.417.448.201 F17 F55 F56 F54 F16 F62 F53 F13 -.658 -.651 -.644 -.642 -.621 -.595 -.566 -.454.515.546.481.503.501.528.413.339
120 F28 F27 F25 F24 F9 F26 F30.743.730.687.662.606.603.325 19.003 4.943 3.208 2.310 1.894 1.638 30.163 7.845 5.091 3.667 3.006 2.600 30.163 38.008 43.100 46.767 49.773 52.373.678.624.655.652.458.452.160 F25 F24 F28 F27 F26 F29 F9 F12 F10 F14 F51 F40 F43 F2 F3 F4 F1 F6 F7 F47 F49 F50 F61 F58 F59 F56 F55 F17 F16 F54 F62 F35 F38 F39 F34 F33 f1 f2 f3 f4 f5 f6.796.777.764.744.715.579.544.794.773.744.739.681.589.877.867.830.783.768.692 -.797 -.783 -.782 -.757 -.752 -.705 -.721 -.713 -.672 -.666 -.641 -.575 -.839 -.792 -.789 -.780 -.651 11.746 3.521 2.224 1.924 1.494 1.264 32.627 9.782 6.179 5.343 4.150 3.511 32.627 42.409 48.588 53.931 58.081 61.592
121 F25 F24 F28 F27 F26 F29 F12 F10 F14 F51 F40 F43 F2 F3 F4 F1 F6 F7 F47 F49 F50 F61 F58 F59 F56 F55 F17 F16 F54 F62 F35 F39 F38 F34 F33 f1 f2 f3 f4 f5 f6.823.802.744.732.723.602.794.774.743.734.680.588.878.867.831.786.768.694 -.796 -.785 -.784 -.757 -.749 -.706 -.726 -.716 -.673 -.655 -.644 -.573 -.845 -.787 -.784 -.773 -.627 11.502 3.507 2.205 1.900 1.489 1.233 32.863 10.020 6.300 5.428 4.255 3.522 32.863 42.883 49.183 54.611 58.866 62.388 (h 2 ).762.749.679.579.565.664.651.621.586.555.559.488.784.766.710.623.654.552.664.654.627.595.621.569.590.636.518.527.506.523.730.642.697.626.547
122 25,24,28,27,26,29 12,10,14,51,40,43 2,3,4,1,6,7 47,49,50,61,58,59 56,55,17,16,54,62 35,38,39,34,33 1-6 7-12 13-18 19-24 25-30 31-35 24-19.56 19.55-15.06 15.05-10.56 10.55-6 20-16.26 16.25-12.51 12.50-8.76 8.75-5 4-3.26 3.25-2.51 2.50-1.76 1.75-1
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125 85SPSS/PC+ 91 10 30 71 90-84a 84b (181-227) 89 (229-256) 91 ~ 8 181-253 92 ~ 16 (2) 91 91 12 29 http://www.edu.tw/ed.ures/911126 /910920-1.htm 90 91 91b ~ 5(4)107-124
126 83 49 De Vans, D. (1986). Survey in Social Research. London: George Allen & Unwin. Esteve, J. M. (2000). The transformation of the teachers role at the end of the twentieth century: new challenges for the future. Educational Review, 52(2), 197-207. Hargreaves, A. (1994). Changing Teachers, Changing Times: Teachers Work and Culture in the Postmodern Age. London: Cassell. Hargreaves, D.H. (1994). The new professionalism: the synthesis of professional and institutional development. Teaching & Teacher Education, 10(4),.423-438. Marshall, G. (Ed.) 1998. Oxford Dictionary of Sociology (2 nd ). Oxford: Oxford University Press. Popkewitz, T. S. (1991). A Political Sociology of Educational Reform: Power/Knowledge in Teaching, Teacher Education, and Research. N. Y.: Teachers College Press. Saha, L. A. (1997). Introduction: the changing social role of the teacher. In L. A. Saha (Ed.), International Encyclopedia of the Sociology of Education (pp.655-656). Oxford: Pergamon. Tye, B. B. (2000). Hard Truths: Uncovering the Deep Structure of Schooling. New York: Teacher College Press. Woodbury, S. S. (2000). The Reform of Practice and the Practice of Reforms: Teachers and Change in High School Mathematics. Ph.D. dissertation of The University of Utah.
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128 The Role Change Perceived Among Elementary School Teachers: The Typology and Inventory Development Ding-Ying Guo Department of Elementary Education, National Tainan Teachers College ABSTACT The role change perceived among elementary school teachers were studied. According to the literature search and the interview of 12 elementary school teachers, a manuscript of Inventory of the elementary schools teachers perception for role change was designed. This manuscript was revised by 8 experts verification, and 358 samples were surveyed. The data were statistically analyzed by item analysis, factor analysis and internal consistency analysis. According to factor analysis, the inventory contains 6 factors including instruction, teacher features, ethics, status and authority, professional autonomy and development and communication and interflow. The inventory has validity and reliability with high commutative explained variation and Cronbach s a coefficients. Key word: Teacher role, Role change, Social change