頁籤選單縮合
題名 | 教師之幽默感、壓力知覺、自我效能對教學創新之影響=The Influence of Teachers' Sense of Humor, Perceived Stress and Self-efficacy on Instructional Innovation |
---|---|
作者 | 林志鈞; 陳建銘; | 書刊名 | 樹德科技大學學報 |
卷期 | 21:1 2019.01[民108.01] |
頁次 | 頁113-141 |
分類號 | 523.35 |
關鍵詞 | 幽默感; 壓力知覺; 自我效能; 教學創新; Sense of humor; Perceived stress; Self-efficacy; Instructional innovation; |
語文 | 中文(Chinese) |
中文摘要 | 本研究係在探討新北市公立國民小學教師之幽默感、壓力知覺、自我效能對教學創新之影響,並分析在不同個人背景變項下,其幽默感、壓力知覺、自我效能與教學創新之差異情形。以106學年度,服務於新北市公立國小教師為抽樣對象,依學校規模與教師人數之比例採配額抽樣,共發放450份調查問卷,回收430份有效問卷,回收率為95.6%。並使用SPSS 22.0中文版進行統計分析,以描述性統計分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關分析、迴歸分析等方法,進行資料彙整與統計分析。研究結果發現:不同個人背景變項在幽默感、壓力知覺、自我效能與教學創新有部分顯著差異;幽默感、自我效能與教學創新皆有顯著正相關;幽默感與壓力知覺、壓力知覺與自我效能皆有顯著負相關;幽默感對自我效能有顯著正向影響;壓力知覺對教學創新有顯著負向影響;幽默感、自我效能可有效預測教學創新,尤其以自我效能之「教學執行」構面預測力最佳。研究證實幽默感、自我效能對教學創新有預測力,冀望本研究之結果能提供國小教師、教育部門及相關單位,作為提升教師教學品質與身心健康之參考。 |
英文摘要 | The aim of this study was to discuss the influence of elementary school teachers' sense of humor, perceived stress and self-efficacy on instructional innovation. Simultaneously, analyzed the differences of different demographic variables in all of them mentioned above. The objects were elementary school teachers who teaching at public elementary school in New Taipei City. The study used quota sampling based on the population of teachers and types of school. Total 450 questionnaires were distributed. And obtained 430 valid questionnaires were retrieved with an effective response rate of 95.6%. The statistic software SPSS 22.0 (Chinese version) was used for data analysis. The statistical methods included descriptive statistic, independent-samples t-test, one-way ANOVA, Pearson product-moment correlation, and regression analysis. The major findings of this study were summarized as follows. The different demographic variables have partial significant differences in sense of humor, perceived stress, self-efficacy, and instructional innovation. Sense of humor and instructional innovation have significant positive correlation. Self-efficacy and instructional innovation have significant positive correlation. Sense of humor and perceived stress have significant negative correlation. Perceived stress and self-efficacy have significant negative correlation. Sense of humor has significant positive effect on self-efficacy. Perceived stress has significant negative effect on instructional innovation. Sense of humor and self-efficacy can effectively predict instructional innovation. Meanwhile, the "teaching execution" dimension of self-efficacy has the best prediction. This study confirms that teachers' sense of humor and self-efficacy can predict effectively instructional innovation, and hoping the results of this study will provide elementary school teachers and the relevant education government department as references for helping teachers' mentally healthy and teaching quality. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。