初任教師工作困擾、教學效能與專業表現之研究

Beginning Teachers’ Job Problems, Teaching Effectiveness, and Professional Performance

本研究旨在瞭解我國初任教師在工作困擾、教學效能與專業表現的狀況，並分析在不同教學階段及任教區域的初任教師之差異。本研究使用教育部「師資培育長期追蹤資料庫整合型調查計畫」之「104學年度初任教師調查」，該資料庫對我國104 學年度初任教師進行普查，回收樣本共3,271筆，其中有效樣本為1,621筆。本研究根據研究結果進行分析與討論，獲致以下結論：一、初任教師在教學上所面對的挑戰，以學生程度差異大及如何促進學生學習為主；二、不同教育階段與任教區域的初任教師在工作困擾、教學效能與專業表現上存在差異；三、初任教師的工作困擾與教學效能可以預測其專業表現。

This study explored the current job-related problems faced by beginning teachers, their teaching effectiveness, and professional performance in Taiwan. Additionally, it analyzes the difference between teachers at different teaching stages and in different teaching areas. This study used the Ministry of Education’s database of 104 school year beginning teacher survey. The sample population included 1,621 Taiwanese beginning teachers. The major results present the following: First, the main challenges faced by beginning teachers in teaching are the differentiation of student levels and how to facilitate student learning. Second, beginning teachers in different education stages and teaching areas show significant differences in terms of job problems, teaching effectiveness, and professional performance. Third, the job problems and teaching effectiveness of beginning teachers can predict their professional performance.