臺東縣國中小教師自我效能感之研究：背景變項透過中介變項對自我效能感之影響   免費試閱

The Study on Teachers’ Sense of Efficacy for Elementary and Secondary School Teachers in Taitung County: The Effect of Background Variables upon Self-efficacy via Intervention Variables

教師自我效能感是教育研究的重要議題，國內這方面的研究不少，不過以自我效能感為依變項，探討自變項透過多種中介變項影響自我效能感的研究，還不是很多。本研究以臺東縣國中小教師為對象，以組織承諾、工作價值觀、專業成長行為等為中介變項，探討自變項透過中介變項對教師自我效能感的影響機制，並探究造成臺東縣國中與國小教師自我效能感差異的原因。經多元迴歸統計分析，證實臺東縣國中小教師自我效能感，會受組織認同承諾與組織奉獻承諾，工作意義，專業成長行為等中介變項的影響。並發現臺東縣國小教師自我效能感─班級經營高於國中教師，主要是國中教師的組織認同承諾與專業成長行為皆低於國小教師；臺東縣國小教師自我效能感─多元教學策略高於國中教師，主要是國小教師的年資較高與學校規模大多為迷你學校所致。

Teachers’ sense of efficacy is a significant issue in educational circle. However, there are only a few studies when researchers, taking self-efficacy as an independent variable, explore this topic via multiple intervention variables. Hence, in this paper, teachers from elementary and secondary schools in Taitung County as her study objects, the researcher explores it through three intervention variables, they are organizational commitment, work value, and professional growth behavior. Furthermore, she compares the differences of self-efficacy between teachers in elementary and secondary schools, as well as tries to work out the reasons that made those differences. As a result, by multiple regression analysis, it proved that their self-efficacy was true affected by intervention variables included organizational identity commitment, organizational dedicated commitment, the meaning of work, and professional growth behavior. Also, it manifested that teachers in elementary schools have higher self-efficacy – classroom management – than those who in secondary schools for the reason of with lower organizational identity commitment and professional growth behavior. Again, another self-efficacy – multiple instructional strategies – is higher than teachers in secondary schools. It is because they have higher teaching years, and most of their schools are in mini scale.