| 關 鍵 詞： |
教師專業認同；親師溝通；國小教師 |
| 中文摘要： |
本研究旨在探討臺中市國小教師專業認同與親師溝通之關係，進而分析不同背景的臺中市國小教師在教師專業認同與親師溝通之間的差異情形。本研究採問卷調查法，研究對象為臺中市公立國民小學之教師兼導師、代理教師兼導師以及兼行政之教師，有效問卷為 497 份。研究發現如下：一、臺中市國小教師專業認同整體具有高度的認同程度，其中以「意識形態」層面認同度最高；二、臺中市國小教師親師溝通整體具有高度的表現，其中以「溝通的做法」層面表現最佳；三、不同性別、年齡、最高學歷、現任職務的臺中市國小教師在教師專業認同上有顯著的差異；四、不同性別、現任職務、學校規模的臺中市國小教師在親師溝通上有顯著的差異；五、臺中市國小教師專業認同與親師溝通呈中度正相關；六、臺中市國小教師專業認同之「工作投入」對親師溝通各層面最具預測力。依據上述結果，本研究提出相關建議，供教師、教育行政主管機關，以及後續研究者做為參考。
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| 英文關鍵詞： |
teachers’ professional identity；parent-teacher communication；elementary school teacher |
| 英文摘要： |
The purpose of this study was to explore the relationship between teacher’s professional identity and parent-teacher communication at the elementary school in Taichung City. It further analyzed the differences between the teacher’s professional identity and parent-teacher communication at the elementary school in Taichung City due to the different background. This researcher analyzed the documentaries and used questionnaire survey, and then self-designed scale as the instrument. The participants of the research were the homeroom teachers, substitute homeroom teachers and the part-time administrative teachers at the elementary school in Taichung City, 497 questionnaires were collected. The findings were shown as follows:
Elementary school teachers’ professional identity in Taichung city overall achieved high level, particularly, the identity of “ideology” dimension had the highest level.
The effects of parent-teacher communication in Taichung city overall achieved high level, particularly, the dimension of the “methods of communication” had the highest level.
Elementary school teachers’ professional identity quite differs in terms of gender, age, education and current job position.
The effects of parent-teacher communication at the elementary school in Taichung City quite differs in terms of gender, current job position and the size of schools.
Teachers’ professional identity and parent-teacher communication at the elementary school in Taichung City were medium positive correlation.
The dimension of “job involvement” at elementary school teachers’ professional identity had a prominent effect in predicting.
According to the results above, the research offered related suggestions for teachers, educational administrative authorities and the researchers in relative field as the reference.
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| 目 次： |
壹、緒論
貳、文獻探討
參、研究設計與實施
肆、研究結果與討論
伍、結論與建議
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