| 摘要: | 近幾年因為疫情之故，第一線教師面臨新常態科技教育轉型而必須自我調整。本研究旨在探討以下現象：（1）瞭解教師的科技壓力、專業學習社群與教師專業成長之現況、（2）探討不同背景因素的研究對象在科技壓力、專業學習社群與教師專業成長之差異性、（3）瞭解科技壓力與專業學習社群之相關性、（4）探討科技壓力、專業學習社群對教師專業成長之預測力。
本研究係採「調查法」，以優派創新教學社群的成員為研究對象，採用立意抽樣方式進行網路施測。正式施測樣本共得455份，有效樣本為453份。根據研究架構與相關研究之工具編製成結構式問卷，主要問卷分為「個人基本資料調查表」、「科技壓力量表」、「專業學習社群量表」、「教師專業成長量表」。所得資料以統計套裝軟體SPSS for Windows 26.0進行結果分析，包括：敘述統計、獨立樣本t檢定、單因子變異數分析、雪費事後比較法、皮爾森積差相關、以及逐步多元廻歸等統計方法。主要研究結果如下：
一、 受試社群成員感受到的科技壓力屬於中等程度；對參與專業學習社群持有高度正向看法與感受；在教師專業成長，顯示對自身的教學能力和專業知識的發展持有積極的態度。
二、 不同「個人背景因素」之社群成員分別在「科技壓力」、「專業學習社群」與「教師專業成長」上的差異情形：身分、年齡、任教年資和任教地區對科技壓力有顯著影響；性別、任教年資和任教地區對專業學習社群有顯著影響；社群參加年資對教師專業成長有顯著影響。
三、 社群成員之「科技壓力」與「專業學習社群」呈現顯著低度負相關，此外，分別與專業學習社群四層面（共享領導、集體學習、共享教學實務、支持情境）均呈現顯著的低度負相關。結果顯示對專業學習社群感受越高者，越能從中降低科技帶來的壓力。
四、 社群成員之「科技壓力」與「專業學習社群」能有效預測「教師專業成長」33%之變異量。專業學習社群之於教師專業成長具有正向預測，可給予更多正向支持與專業提升；而科技壓力對教師專業成長為負向預測，科技壓力程度越高，對教師專業成長有負向影響。
綜合以上研究結果，得知專業學習社群可以為教育現場帶來正向影響力，為教育工作者帶來有效的工作支持與培訓資源，為其降低科技相關的壓力，因此建議相關單位與教育機構能提供更多資源與精力促使專業社群的建立與發展，此舉可以為教育現場帶來良善的循環，幫助教育專業力的提升。
In recent years, due to the impact of the pandemic, frontline teachers have faced the need to adapt to the new normal of technology-enhanced education. This study aims to investigate the following phenomena: (1) understand the current status of teachers' technostress, professional learning communities, and teacher professional growth; (2) explore the differences in technostress, professional learning communities, and teacher professional growth among research participants with different background factors; (3) examine the relationship between technostress and professional learning communities; (4) examine the predictive power of technostress and professional learning communities on teacher professional growth.
This study adopted a "survey method" and targeted members of the ViewSonic Innovative Teaching Community. Internet-based surveys were conducted using purposive sampling. A total of 455 formal survey samples were collected, with 453 valid responses. A structured questionnaire was developed based on the research framework and relevant research tools, including the "Personal Information Sheet," "Technostress Scale," "Professional Learning Communities Scale," and "Teacher Professional Growth Scale." The data were analyzed using the statistical software SPSS for Windows 26.0, employing descriptive statistics, independent samples t-test, one-way ANOVA, Scheffe's post hoc test, Pearson correlation, and stepwise multiple regression. The main findings of the study are as follows:
1. The members of the participating community perceive a moderate level of technostress. They hold a highly positive view and experience of participating in professional learning communities. Regarding teacher professional growth, they demonstrate a positive attitude towards the development of their teaching abilities and professional knowledge.
2. Differences in technostress, professional learning communities, and teacher professional growth among community members with different personal background factors are as follows: Identity, age, years of teaching experience, and teaching location significantly influence technostress. Gender, years of teaching experience, and teaching location have a significant impact on professional learning communities. Years of participation in the community significantly affect teacher professional growth.
3. There is a significant negative correlation between technostress and professional learning communities among community members. Additionally, they show a significant negative correlation with the four dimensions of professional learning communities: shared leadership, collective learning, shared teaching practices, and supportive context. The results indicate that higher perceptions of professional learning communities help reduce the stress caused by technology.
Technostress and professional learning communities among community members can effectively predict 33% of the variance in teacher professional growth. Professional learning communities have a positive predictive effect on teacher professional growth, providing more positive support and professional advancement. On the other hand, technostress has a negative predictive effect on teacher professional growth, with higher levels of technostress having a negative impact on professional growth.
Based on the above research results, it is evident that professional learning communities can have a positive impact on the education field, providing effective support and training resources to education professionals, thus reducing technostress. Therefore, it is recommended that relevant institutions and educational organizations allocate more resources and efforts to promote the establishment and development of professional communities. This can create a virtuous cycle in the education field and help enhance professional capabilities. |
