以結構方程式探討行政支援教學、教師公共參與對教師教學自我效能影響之研究   免費試閱

The Effects of School Administration to Support Teaching and Teacher’s Public Participation on Teacher’s Self-Efficacy by Using Structure Equation Modeling

本研究主要針對「行政支援教學」、「教師公共參與」及「教師教學自我效能」三者間關係進行探討。本研究採用問卷調查法進行研究，調查對象為中、小學教師，共發出700份問卷，有效問卷514份，並以結構方程模式進行分析。研究結果顯示，行政支援教學對於教師自我教學效能有直接效果影響；教師公共參與對於行政支援教學及教師自我教學效能具有中介效果影響，行政支援教學、教師公共參與及教師教學自我效能，呈現結構關係。

The aim of this study was to find out the relationships school administration to support teaching, public participation and teacher’s self-efficacy. Sample, 700 copies of questionnaires were sent out and 534 copies were received, and 514 copies were effective. The method of this study is to analyze the survey questionnaires by using the structural equation modeling. The findings of the study showed that teachers who had more school administration to support teaching were more likely to have higher teacher’s self-efficacy. Public participation had mediated effects on the relationships school administration to support teaching, and teacher’s self-efficacy.