国中教师自我效能感与集体效能感关系.PDFVIP

教育政策論壇，2010 年 8 月 十三卷三期，127-154 國中教師自我效能感與集體效能感的 關係 * ** 陳俊瑋 、吳璧如 摘 要 本研究旨在探討台灣國中教師自我效能感與集體效能感的關係。為達研究目 的，本研究以707位國中教師進行問卷調查，採用俄亥俄州教師效能感量表與教師 集體效能信念量表做為測量工具，藉由描述性統計、重複量數單因子變異數分析及 階層線性模式分析資料。研究發現：一、國中教師的班級經營自我效能感較高，學 生投入自我效能感較低；二、各校教師的學生紀律集體效能感高於教學策略集體效 能感；三、教師自我效能感存在校際差異；四、國中教師的年資、性別、教育程 度、婚姻狀況及兼任職務對於教師自我效能感具有預測作用；五、學校位置與學校 規模對於教師自我效能感沒有預測作用；六、國中教師的集體效能感對於教師自我 效能感具有預測作用。 關鍵詞： 教師自我效能感、教師集體效能感、階層線性模式 * 陳俊瑋：國立政治大學教育學系博士生 ** 吳璧如：國立彰化師範大學教育研究所教授 教育政策 154Educational Policy 2010 年8 月 第十三卷第三期 論壇Forum The Relationship between Teacher Self-Efficacy and Collective Teacher Efficacy among Junior High School Teachers * ** Chun-Wei Chen Pi-Ju Wu Abstract The purpose of this study was to investigate the relationship between teacher self- efficacy and collective teacher efficacy among junior high school teachers in Taiwan. A total of 707 teachers responded to the Ohio State Teacher Efficacy Scale and the Collective Teacher Beliefs Scale. The descriptive statistics, one-way repeated measures ANOVA, and hierarchical linear modeling were used to analyze data. The major findings of the study revealed that: 1. the level of self-efficacy for classroom management was perceived to be the highest and the level of self-efficacy for student engagement was perceived to be the lowest; 2. the level of collective efficacy for student discipline was perceived to be higher than that for instructional strategies; 3. there was a significant difference in