頁籤選單縮合
題 名 | 跨越科層:學校組織對教師自我效能的影響=Beyond Bureaucracy: The Effects of School Organization on Teachers' Sense of Efficacy |
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作 者 | 孫志麟; | 書刊名 | 國立臺北師範學院學報. 教育類 |
卷 期 | 18:1 2005.03[民94.03] |
頁 次 | 頁29-61 |
分類號 | 522.2 |
關鍵詞 | 科層體制; 學校組織; 教師自我效能; Bureaucracy; School organization; Teacher efficacy; |
語 文 | 中文(Chinese) |
中文摘要 | 由於社會的快速變遷,教學專業受到極大的挑戰,許多的教育改革對於教師素質的要求相當殷切,認為教師必須採取創新的教學方式,以培養學生問題解決、批判思考、公民責任及終身學習的能力。然而,如果沒有提供教師有意義且有效的專業發展機會,這些教學上的變革都是不可能發生的。本研究從社會學的觀點出發,探討學校組織對教師自我效能的影響,希冀藉由學校結構的轉變,賦予教師專業自主與權能,以提升教學品質與效能。為達成研究目的,本研究採取實徵取向的研究方法,以27 所國民小學的398 位教師為對象,進行「教師自我效能量表」和「學校組織型態量表」的施測。調查所得的資料,以相關分析、多元迴歸分析、t 考驗、變異數分析等統計方法進行分析。研究結果指出:學校組織會影響教師自我效能的發展。其中,學校組織愈傾向科層化,恐將不利於教師自我效能的形成;反之,學校組織愈重視專業化,則有助於教師自我效能的提升。再者,學校組織中強調專業規範和專職分工,或是減少權威階層體系,對教師自我效能亦有正面的影響。據此,為增進教師自我效能,必須跨越科層體制,改變學校組織結構及運作,並建立以教師為中心的教育改革模式,同時營造教師個人與學校組織的新關係,以發展教學新專業主義。 |
英文摘要 | With rapid societal changes, the teaching profession has been facing serious challenges. Many educational reform efforts have emphasized the need for high qualified teachers. Teachers are being called upon to teach in new ways to promote students’ ability of problem-solving and critical thinking and help them become responsible citizens and lifelong learners. However, these changes in teaching will not happen without meaningful and effective professional development opportunities for teachers. This study examined the effects of school organization on teachers’ sense of efficacy. The sample was composed of 398 teachers, randomly selected from 27 primary schools in Taiwan. Teacher Efficacy Scale and School Organization Inventory were administered to the teachers in these schools. Data collected were analyzed by Pearson product-moment correlation, stepwise and multiple regression, t-test, and analysis of variance. Results showed that school organization influenced the development of teachers’ self-efficacy. The bureaucratic structure greatly restricted teacher efficacy. Less bureaucratic schools were crucial to enable teachers to be confident professionals. A regression model using organizational variables to predict teacher efficacy was significant. Among all the organizational variables, professional code had stronger predictive power. Further, the professional type school teachers had a higher sense of efficacy than did the bureaucratic type counterparts. To develop the new professionalism, reform efforts must be devoted to enhancing and maintaining positive teacher efficacy within the context of the school. |
本系統中英文摘要資訊取自各篇刊載內容。