「國民小學教師學術樂觀量表」之發展與衡量

Development of the Teacher Academic Optimism Inventory and Validation Study in Elementary Schools

本研究旨在發展適合用以衡量國民小學教師學術樂觀之測量工具。首先，經文獻探討後確立學術強調、效能感與信任關係為本研究之概念架構，據以發展測量題項，並透過探索性因素分析確立教師學術樂觀之因素結構。其次，以873位台灣地區公立國民小學教師為研究樣本，進行資料蒐集與分析。為進一步確認測量模式之適切性，本研究透過模型競爭之策略，比較多因素直交模型、多因素斜交模型與二階因素模型後，選定多因素斜交模型做為國民小學教師學術樂觀之驗證模型；並透過個別項目信度、組成信度、平均變異數抽取量、幅合效度、區別效度與複核效化等方法，檢證模型之信效度。最後，根據所發展之量表，針對教師之學術樂觀知覺程度進行衡量。本研究結果顯示，「國民小學教師學術樂觀量表」包含學術強調、信任學生與家長、信任同儕教師、信任領導者與效能感等五個潛在因素，共計18題，且具良好之信效度。此外，國民小學教師在學術樂觀各層面的現況良好，而不同性別、年齡及職務別之教師，在知覺程度上有所差異。

The purpose of this research is to develop an inventory for measuring the academic optimism of the teachers in elementary schools. Firstly， the establishment of academic emphasis，perceived efficacy and mutual trust after the literature review is the conceptual framework for this research， which can be the basic for developing the measurement items， and through the exploratory factor analysis， the factor structure of teacher academic optimism can be decided.And secondly， 873 teachers from public elementary schools in Taiwan are sampled for data collection and analysis. For the further validation of the appropriateness on measurementmodel， through comparing the strategy of competing models， after comparing the uncorrelated factors model， correlated factors model and hierarchical model， correlated factors model has been chosen as the measurement model for academic optimism in elementary schools. Thenthrough the verifying methods of the individual item reliability， composite reliability， average variance extracted， convergent validity， discriminant validity and cross-validation， the reliability and validity of the model can be measured. Furthermore， according to the inventory thathas been developed， teachers’ perceptions on academic optimism can be measured. This result shows that the inventory of teacher academic optimism contains 5 latent factors (academic emphasis， trust on students and parents， trust on the peer teachers， trust on the leader， and teacherefficacy)， and the 18 measurement items all together， which has the excellent reliability and validity. In addition， all dimensions of academic optimism had the highly score， and the characteristics of teachers was perceived significantly different from gender， age and position.