||The study on the Relationship between Teachers’ Attitudes toward Participating Professional Learning Communities and Teachers’ Professional Identity|
This research aims to investigate the relationship between Kaohsiung junior high school teachers’ attitudes toward participation in professional learning communities and their professional identity. In order to complete this study,“Survey research” was principally adopted to explore the subject on junior high school teacher in Kaohsiung and questionnaires of this study were sent to 500 junior high school teachers. Valid questionnaires form 483 teachers were secured and analyzed further. Principal methods used in this study are literature review, questionnaires survey, analysis of variance, correlation method, regression analysis and canonical correlation. Four major study results, which were obtained from data analysis in this study, are stated as follows:
The findings of the research are as follows:
1.There was no significant difference on ages, education, or teaching year, in the attitude toward participation in professional learning communities.
2.In profession identity: No significant difference was found on ages, education, or teaching years; reversely, significant difference was found on sexes, positions, school sizes, community participation, and location.
3.Significant relationship was found between the teachers’ attitude toward participating professional learning communities and their profession identity.
4.It was foreseeable to predict teachers’ profession identity from the teachers’ attitude toward participating in professional learning communities, particularly “professional growth” was the major predictable variable.