幼兒職前教師效能感之測量

Measurement of Preservice Early Childhood Teachers' Sense of Efficacy

本研究旨在發展幼兒職前教師效能感的測量工具，並考驗其信、效度。在建構量表階段，以417位幼兒教育學系學生為研究對象，將所得資料進行項目分析及試探性因素分析，編製完成18題的「幼稚園職前教師效能感量表」。在考驗量表信效度階段，以320位幼兒教育學系學生為研究對象，將所得資料進行驗證性因素分析及單因子多變項變異數分析。研究結果顯示，幼兒職前教師效能感包含有效教學、專業知能、克服家庭因素、克服外在環境及學生因素等四個因素，此四因素結構模式的整體適配度尚可接受，但模式內在品質較不理想；幼兒職前教師效能感因年級及任教準備度的不同而有顯著差異。在信度方面，總量表及四個分量表的Cronbach α係數介於 .62-.87之間。

The purpose of this study was to develop a new measure of preservice early childhood teachers’ sense of efficacy. Based on Bandura’s (1977， 1997) self-efficacy theory， exploratory and confirmatory factor analyses resulted in the development of a 18-item， 4-factor Preservice Kindergarten Teacher Efficacy Scale [PKTES] which produced scores with acceptable validity and reliability. The four factors of the scale are effective teaching， professional knowledge/skills， coping with family influence， and coping with social influence and child characteristics. The preservice early childhood teachers’ sense of efficacy is significantly different in relation to grade level and preparedness to teach.