高職電機電子群教師教學信念、教師專業發展與 教學效能關係之研究

A Study on Relationships among Teaching Belief%2C Teacher professional Development%2C and Teaching Efficiency for the Teachers of the Electrical and Electsnic Cluster in Vocational High Schools

本研究以2013年臺灣地區高職電機與電子群之教師作為研究對象。採問卷調 查法，共發出410份問卷回收289份問卷其中有效樣本問卷為268份（比例為 92.73°%)。探究高職電機電子群教師在進行教學時，其教學信念、教師專業發展與 教學效能的關係。
研究發現：（一）無論在教師角色、課程與教學、學生差異，皆有良好的教學 信念取向。而年資較資深之教學信念優於年資較淺之教師。（二）教師專業發展： 整體呈現良好情況，其中以「敬業精神與態度」層面較佳。在不同年資之教師專 業發展上有顯著差異。（三）教師教學效能在性別、學歷無顯著差異。但教學效 能在不同年齡上具顯著差異。研究結果顯示教師教學信念、教師專業發展及教學 效能呈現高度相關，且達顯著水準，高職電機電子群教師教學信念與教師專業發 展能有效預測教學效能。

Subjects are selected via convenience sampling from Senior Vocational Higli school Teachers cfElectrical andElectronic Cluster on 2013 in Taiwan. Total^lo questionnaires are distributed to subjects and 289 are returned with 268 valid data (92.730/0) then put into statistical analysis process. Tlie purpose cf this study is to explore the relationships among Teachingwelief， Teacher Professional Development， and Teaching Efficiency cf Electrical and Electronic Cluster.
Some conclusions obtained based on the results cf data analysis are as follows:
1. Teaching belief' cf the teachers 0^ electrical and electronic cluster reflects a positive orientation in the role cf teachers， curriculum， teaching behavior， and student differences. Mentor teacllersuteaclling belief' is better than novice teacllersufrom the study.
2. As for teacher professional development， all the teachers reacli a standard level. Tlie professional ethics and attitudes are better. Tlie teacher professional development cf mentor teachers shows significant differences than novice teachers.
3. Teaching efficiency-ows no significant differences in genders and academic background， but it sliows significant differences in ages. Tlie study sliows teaching belief， teacher professional development， and teaching efficiency-ows significant relevance. Teaching belief and teacher professional development can predict teaching efficiency positively.