A Study of the Self-Perceptions and
Importance-Perceptions of Teachers’ Marine
Education Professional Competency in Liuqiu
Township
Abstract
The purposes of the study were to investigate the self -perceptions and Importance-perceptions of the marine education professional competency of teachers in Liuchiu Township. Besides, to analyze different background in the differences between self-perceptions and importance-perceptions. Finally, to explore the relationship between self-perceptions and importance-perceptions. The main research method in this study was a questionnaire survey. The research members were the teachers in Liuchiu Township. Total questionnaire were 94 and the valid questionnaire were 86. The effective response rate was 91%. Using descriptive statistics, single factor multivariate analysis of variance, canonical correlation to analyze the data. The results are as follows:
1. The self-perceptions of the marine education professional competency of teachers were above the average. Among the professional competency, the best one was “process-competency”.
2. Different teaching stages, position, participating marine education seminar, local teacher or not reveal significant differences toward the self-perceptions of marine education professional competency; However, Different genders, ages, teaching experiences reveal no differences toward the self-perceptions of marine education professional competency.
3. The importance-perceptions of the marine education professional competency of teachers were above the average. Among the professional competency, the most important one was “process-competency”.
professional competency.
5. There was a significantly positive correlation between self-perceptions and importance-perceptions.
一、教師專業能力的概念
歐用生（1996）認為專業的定義包含四個因素：專業知能、專業精 神倫理、專業組織與專業成長。而吳清山（1998）認為構成專業的特質 有：專業知能、專業自主與專業倫理。其三者具備微妙、相輔相成的關 係，專業知能是專業自主與專業倫理的基礎、專業自主是專業知能展現 的利器、專業自主提供專業倫理的思考空間，而專業知能和專業自主需 要專業倫理的支持。以下從教師專業、教師專業能力的概念進行探討。
（一）教師專業的概念
吳清山（1996）認為教師是否為一種專業，各家說法不一，有人認 為是專業，有人認為不是專業，有人認為是半專業 (semi-profession)， 原因主要在於教育工作不像律師、醫生具有明顯強而有力的專業特質。 第 一 次 對 教 師 專 業 做 出 明 確 說 明 是 聯 合 國 教 育 、 科 學 、 文 化 組 織(United Nations Educational, Scientific and Cultural Organization, UNESCO) 於 1966年 於 法 國 巴黎 召 開 「 教 師 地 位 之政 府 間 特 別 會 議」 中 ， 在 「 關 於 教 師 地 位 之 建 議 案 」 (RecommendationsConcerning the Status of Teacher) 中認為「教學應被視為專業」 (Teaching should be regarded as profession)，強調教師之專業性質（黃瑞榮，1997）。何福 田與羅瑞玉（1992）認為教師專業化的程度越高就越能加速教育革新； 一 般 人 對 於 教 育 的 專 業 化 標 準 ， 大 部 分 是 以 全 美 教 育 學 會 (National Education Association, NEA) 於1948年提出的專業化標準界定，其專業 化界定標準有以下八項：1.高度的心智活動。2.具有特殊的心智技能。 3.受過長期的專業訓練。 4.不斷的在職進修。5.屬於永久性職業。6.以 服務社會為目的。7.有健全的專業組織。8.訂定可行的專業倫理（張鈿 富，1992）。
