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題名 | 國小一般智能優異班教師自我效能模式之驗證研究=Verification of Self-efficacy Model on Elementary Gifted Resourceroom Teachers |
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作者 | 張世彗; Chang, Shih-hui; |
期刊 | 特殊教育暨創造思考研究 |
出版日期 | 20041200 |
卷期 | 1 2004.12[民93.12] |
頁次 | 頁161-188 |
分類號 | 529.61 |
語文 | chi |
關鍵詞 | 一般智能優異班; 教師自我效能模式; Gifted resourceroom; Model of teacher self-efficacy; |
中文摘要 | 本研究主要目的在建構一個合適的教師自我效能模式,並運用『線性結構關係』(LISREL)的統計原理來驗證其適配情形。而以臺灣地區國小一般智能優異班教師310名對象,實際有效樣本數為253名(81.6%)。而以自編的五項工具,包括『國小一般智能優異班教師自我效能量』、『教學成敗歸因量表』、『評會評價知覺量表』、『班級學生特質問卷』及『學校氣氛量表』等進行資料蒐集。所得資料分別以『積差相關』及『線性結構分析』等統計方法進行處理,得到下列幾項結論: 1.本研究經嚴謹編製過程,設計出適合國小一般智能優異班教師使用的自我效能、教學成敗歸因、班級學生特質、社會評價知覺及學校氣氛量表,惟若干量表的信度和效度仍可再修正。 2.教師自我效能與教師主觀知覺變項的關係較為密切;與個人背景變項則因變項不同(學歷、專業訓練、服務年資)而有差異,至於個人背景變項與教師主觀知覺變項的關係不太明顯。 3.本研究所提的教師自我效能模式可以用來解釋國小一般智能優異班教師自我效能的情形。教師自我效能是一複雜的概念,必須同時兼顧教師對於教學成敗歸因、學校氣氛、班級學生特質及社會評價等變項的主觀知覺感受,才能有效提高教師自我效能。 |
英文摘要 | The purpose of this study is to construct the model of teacher self-efficacy, and to apply Linear Structural Relations (LISREL) to identify the Goodness of Fit. The sample of this study consists of 310 gifted resourceroom teachers in the elementary schools in Taiwan. 253 valid samples are employed (81.6%). Instruments "Inventory of Self-efficacy on elementary gifted resourceroom teachers", "Scale of Teaching Attributes", "Inventory of Social Evaluation Perception", "Questionnaire of Student Temperament", and "School Climate Scale". Obtained quantative data are analyzed by product-moment correlation, t-test, ANOVA test, MANOVA test, and LISREL test. Main research findings are as follows: 1. The reliability and validity of some scales still need to be modified an refined. 2. Teachers' self-efficacy and subjective perception variables have close relationships; as to backgroung variables, differences are indicated by various variables (diploma, professional training, working years). The relations between teacher background variables and subjective perception variables are obscure. 3. The model submitted by the researcher has got the Goodness of Fit. That is, it can explain practical status of self-efficacy on gifted resourceroom teachers in elementary schools. To sum up, to teachers' self-efficacy, we have to enhance teachers' sense of subjective perception toward teaching attributes and school climate, but also the student temperament and social evaluation need to be considered as well. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。