• 作者： 劉淑蓉
• 作者服務機構： 國立台灣大學師資培育中心
• 中文摘要： 探究學校環境有助於瞭解教師與學生在校之表現。教育研究者曾證明學校環境與教師之效能、士氣與專業發展息息相關。學校環境也能影響學生的學習動機、願望、與成就。雖然已有研究探討教師對學校環境知覺之重要性，但很少是針對著本土的科學與數學教師。本研究以全台國、高中457位科學教師與355位數學教師為樣本，探索此二學科教師之學校環境知覺的異同，以及其影響因素。結果顯示，科學教師在校之工作壓力比數學教師大，其同事情誼亦不如數學教師深厚。然而，較多的科學教師認為其任教學科對男女生同等重要，而且女學生表現能夠與男生相當。迴歸分析結果發現，學校所在地和學校層級（國、高中）攸關數學教師之學校環境知覺；而科學教師之學校環境知覺則因教師之性別、學校層級、與教師是否會繼續任教而有落差。本研究證實學校環境之多元觀點及不同學科教師學校環境知覺之異質性，建議學校由不同向度思考改進學校環境之品質。
• 英文摘要： Investigating school environments helps the understanding of teacher and student performance at schools. Researchers have documented that school environments are correlated to teachers' per-formance, morale, and professional development, and students' academic motivation, inpirations, and achievement. Although researchers have started to examine the school environments from the teacher perceptions, few have focused specifically on the perceptions of science and mathematics teachers. Using a sample population of 457 science teachers and 355 mathematics teachers from secondary schools in Taiwan, this study investigated the variation in school environments between the two teacher groups and related factors. The results revealed that science teachers had greater work pres-sure and less favorable collegiality, but perceived more equally to the importance of their course subjects for male and female students than mathematics teachers did. Regression showed that school location and school level (middle and high schools) were associated with mathematics teachers' perceptions of their school environments, whereas science teacher perceptions are determined by gender, school level, and teacher intention to stay in teaching. Findings of this study attest the diverse nature of school environments and heterogeneity among teacher subgroups by subjects. Different per-spectives may be considered in designing strategies for the enhancement of school environments.
• 中文關鍵字： 中等學校、科學教師、教師知覺、數學教師、學校環境
• 英文關鍵字： Secondary Schools, Science Teachers, Teacher Perception, Mathematics Teachers, School Environments