幼稚園職前教師的教師效能感與任教承諾之關係

Preservice Kindergarten Teachers' Sense of Efficacy and Commitment to Teaching

本研究旨在探討幼稚園職前教師的教師效能感與任教承諾的關係。研究樣本取自389位幼教系學生及實習教師；研究工具為「幼稚園職前教師教學信念調查問卷」；資料分析方法包括平均數及標準差、單因子多變項變異數分析、積差相關分析、典型相關分析、及階層多元迴歸分析等。研究結果顯示：幼稚園職前教師的有效教學效能感較佳，願意盡力從事幼教工作；整體的教師效能感及任教承諾並無性別上的差異；就讀大一者之教師效能感最低；實習教師的任教承諾最高；教師效能感與任教承諾間有正相關；教師效能感是任教承諾的重要預測變項。

The purpose of this study was to investigate the relationships between preservice kindergarten teachers' sense of efficacy and commitment to teaching. The sample included 389 early childhood preservice teachers and student teachers at nine teacher education programs. A set of instruments was used to collect data and descriptive statistics， one-way MANOVA， Pearson product-moment correlation， canonical correlation， and hierarchical multiple regression analysis were used to analyze data. Results indicate that there were significant differences in measures of teacher efficacy and commitment to teaching related to preservice teachers' grade of level. Significant relationships between teacher efficacy and commitment to teaching were observed.