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題名 | 國小教師目標導向、自我調整策略與教師效能之相關研究=A Study of the Relationship among Goal-orientation, Self-regulation Strategies, and Teacher Efficacy of Elementary School Teachers |
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作者 | 黃鈺雯; | 書刊名 | 教育研究論壇 |
卷期 | 5:1 2013.12[民102.12] |
頁次 | 頁65-84 |
分類號 | 523.352 |
關鍵詞 | 目標導向; 自我調整策略; 教師效能; Goal-orientation; Self-regulated strategies; Teacher efficacy; |
語文 | 中文(Chinese) |
中文摘要 | 本研究旨在瞭解國小教師目標導向、自我調整策略與教師效能之現況與相關情形。以高雄市教師為研究對象,依學校規模選擇學校,再進行隨機抽樣。研究工具為自編之「國小教師目標導向、自我調整策略與教師效能現況調查問卷」。回收有效樣本415份,有效率83%。以ANOVA、積差相關、逐步迴歸等分析,結果歸納如下:一、國小教師目標導向、自我調整策略、教師效能之表現在中等以上。二、不同年資、職務、學校規模之教師在目標導向上有差異。三、不同年資之教師在自我調整策略上有差異。四、不同年資、職務之教師在教師效能上有差異。五、目標導向、自我調整策略與教師效能三者間有正相關。六、表現目標導向與自我調整策略對教師效能具有預測力。 |
英文摘要 | The purpose of this study is to understand the the current status and relationship of elementary school teachers' goal-orientation, self-regulated strategies, and teacher efficacy. The personal backgrounds of elementary school teachers are gender, seniority, designated duty, education, and school size. It first analyzes the differences of various personal backgrounds in goal-orientation, self-regulated strategies, and teacher efficacy, and next investigates relationship among these three variables. This study chooses elementary teachers in Kaohsiung as participants through strtified random sampling. The instruments are questionnaires developed through preliminary test and implemented. 415 effective questionnaires are returned and evaluated in this study. The effective rate of return is about 83%. The statistical methods adopted here are Means, Standard Deviation, t-test, one-way ANOVA, Scheffé posterior comparison, Pearson's Product-Moment Correlations, and multiple regression to analyze data. The conclusions are as follows:1. The situation of teachers' Goal-orientation is over the medium level.2. The situation of teachers' self-regulated strategies is over the medium level.3. The situation of teachers' teacher efficacy is over the medium level.4. There were significant differences in the variables of teachers' seniority, designated duty, and school size on teachers' goal-orientation.5. Teachers with different seniority have different degrees of self-regulated strategies.6. There were significant differences in the variables of teachers' seniority, designated duty on teacher efficacy.7. All the dimensions of teachers' goal-orientation are correlated positively with all the dimensions of teacher efficacy.8. All the dimensions of teachers' goal-orientation are correlated positively with all the dimensions of self-regulated strategies.9. All the dim ensions of teachers' self-regulated strategies are correlated positively with all the dimenions of teacher efficacy.10. Goal-orientation and self-regulated strategies are significantly positive predictors of the ability of teacher efficacy. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。