科技教師專業發展參與模式及其與自我效能、工作滿意度的關聯性之研究

Abstract

科技領域教師在素養導向課程中的角色日益重要，教師專業發展活動也成為教學品質提升的關鍵途徑。鑒於現行研習活動未必能呼應教師多元的身份與需求，因此有必要從參與模式角度進行更深入的探討。本研究以224位國中科技教師為對象，透過潛在類別分析，依據教師參與「教學主題知識」、「教學實務」與「一般教學實務」三類研習的行為，歸納出三種參與型態：基礎實務型、素養教學型與均衡參與型。進一步比較各類型教師在社會人口特徵、自我效能與工作滿意度上的差異，並解析可能影響因素。結果顯示，年輕、男性與年資較淺的教師較傾向於參與以教學知識為主的基礎實務型；年長、女性與碩士以上學歷的教師則較常屬於素養教學型與均衡參與型。在自我效能與工作滿意度上，素養教學型與均衡參與型教師表現明顯較佳。分析顯示，教師身份（如正式、代理、第二專長等）與自我效能之間並無顯著差異，可能反映近年教育改革已在一定程度上縮減專業能力的落差。研究結果顯示，推動兼顧多元主題與教師特質的專業發展策略，不僅有助於教師持續成長，亦將對科技教育品質產生長遠正面的影響。In the context of Taiwan’s competence-based curriculum reform, technology teachers are expected to enhance their instructional practices through continuous professional development. However, existing training programs may not fully reflect the diverse identities and developmental needs of teachers. This study aimed to explore the participation patterns of middle school technology teachers in professional development activities, using latent class analysis to identify categories based on engagement in three domains: subject-content knowledge, teaching practices, and general pedagogical practices.Survey data were collected from 224 technology teachers. The analysis revealed three participation types: Foundational Practice-Oriented, Teaching Competency-Oriented, and Balanced Participation-Oriented. Results indicated that younger, male, and less experienced teachers were more likely to engage primarily in subject-content knowledge activities. In contrast, older, female, and more highly educated teachers tended to participate more broadly across all domains. Teachers in the latter two categories reported higher levels of self-efficacy and job satisfaction. Interestingly, no significant differences in self-efficacy were observed across employment types or certification backgrounds, possibly reflecting the impact of recent curriculum reforms in narrowing professional gaps. These findings highlight the importance of differentiated, need-based professional development programs that support diverse teacher profiles and contribute to improving the overall quality of technology education.