「中文版俄亥俄州教師效能感量表」於國小教師之驗證性研究

Confirmatory Research on the Chinese Version of the Ohio State Teacher Efficacy Scale for Elementary School Teachers

本研究旨在探討使用「中文版俄亥俄州教師效能感量表」（Chinese version of the Ohio State Teacher Efficacy Scale, C-OSTES）測量國小教師自我效能感的心理計量特質。C-OSTES包含「教學策略」、「班級經營」及「學生投入」三個分量表，一共有12個題項，題型為Likert式9等量表。本研究以臺灣本島1,021位公立國小教師為研究對象，先藉由項目分析檢核C-OSTES個別題項的適切性，接著藉由驗證性因素分析、Pearson積差相關分析、單因子多變量變異數分析及內部一致性分析分別檢核C-OSTES的構念效度、效標關聯效度、區別效度及信度。研究結果顯示，C-OSTES個別題項的適切性佳，使用C-OSTES測量國小教師自我效能感具有良好的構念效度、效標關聯效度及區別效度，同時C-OSTES三個分量表的Cronbach'sα值介於.90至.93，總量表的α值為.94，顯示C-OSTES同樣具有良好的信度。整體而言，C-OSTES具有良好的效度與信度。

The theoretical backgrounds for the development of quantitative scales for measuring teacher self-efficacy include the locus of control theory (Rotter, 1966) and self-efficacy theory (Bandura, 1977). Although scales based on the locus of control theory were the first to emerge, these scales are now rarely used. By contrast, the scales developed on the basis of self-efficacy theory, including the teacher efficacy scale (TES; Gibson & Dembo, 1984) and the Ohio State Teacher Efficacy Scale (OSTES; Tschannen-Moran & Woolfolk Hoy, 2001), are commonly used (Chen & Wu, 2011). The short form OSTES comprises 12 items and exhibits excellent reliability and validity for evaluating elementary and middle school teachers. At the elementary and middle school level, increasing student engagement through instructional strategies and classroom management is a key goal for teachers (Chen & Wu, 2011). The research value of using the OSTES to evaluate teacher self-efficacy stems from its relevance to that goal. Related studies have employed the OSTES to measure the self-efficacy of elementary and middle school teachers in the United States (Harper et al., 2018; Woolfolk Hoy et al., 2008), Canada (Ross & Bruce, 2007), the United Kingdom (Woodcock et al., 2019), Scotland (Brady & Woolfson, 2008), Italy (Lent et al., 2011), Iran (Mohamadi & Asadzadeh, 2012; Rastegar & Memarpour, 2009), South Korea (Choi et al., 2019; Klassen et al., 2009), and Singapore (Chong et al., 2010; Klassen et al., 2009; Klassen et al., 2008). By using factor analysis, studies have mostly supported the viewpoint of Tschannen- Moran and Woolfolk Hoy, who have suggested dividing the OSTES into the three factors of instructional strategies, classroom management, and student engagement.