A Study of Teachers’ Epistemological Beliefs, Goal Setting, and Teaching Volition in the Teachers’ Professional Learning Communities: The Cases of Primary School in New Taipei City
This study used questionnaires to analyze the differences between Professional Learning Communities (PLC) teachers and non-PLC teachers in terms of epistemological beliefs, goal setting, and teaching volition, and to analyze LC teachers' relationships with the epistemological beliefs, goal setting, and teaching volition of teachers. Questionnaires were administered to PLC teachers as well as non-PLC teachers in New Taipei City. PLC teachers returned 266 questionnaires and non-PLC teachers returned 273 questionnaires. Factor analysis, MANOVA, and structural equation models were used to analyze the questionnaire data and several valuable results were found. First, the LC teachers showed better epistemological beliefs, higher goal setting, and higher level of teaching volition than non-PLC teachers. Second, the result of the goodness-of-fit was satisfactory when it was used to test the hypothetical structural relationships between epistemological beliefs, goal setting, and teaching volition. Finally, epistemological beliefs and goal setting were found to have a considerable impact on the teaching volition or PLC teachers. Based on these findings, several suggestions for the PLC teachers and for future research are offered.
|關鍵詞||目標設定、知識信念、教師專業社群、教學意志力、teachers' professional learning communities (PLC)、 epistemological beliefs、 goal setting、teaching volition|