國中數學學習扶助教師的教師能動性調查：以路徑分析探究教師信念、教師投入、教師情緒對教師能動性的影響

Investigation of Mathematics Remedial Teaching in Secondary School: Using Path Analysis to Explore the Impact of Teacher Beliefs, Teacher Engagement, and Teacher Emotions on Teacher Agency

本研究旨在了解國中數學（教師的）信念、投入、情緒及教師能動性的現狀，並釐清變項之間的關係，以作為學習扶助的參考。研究採用立意抽樣的方式，請學校推薦從事數學學習扶助的正式國中教師，對象主要來自台北、新北與基隆等三市，其中男性教師128人、女性教師159人。研究結果顯示：（1）信念、投入、情緒及教師能動性之間均存在顯著關係；（2）在教師信念和教師能動性之間，教師投入在其關係中具有中介作用；（3）正向的教師情緒可為教師信念與教師能動性之間產生間接效果。這些研究結果可為教師、師資培育及相關研究者在數學學習扶助議題上的參考。

The purpose of this study was to understand the current situation of middle school mathematics teacher beliefs, teacher engagement, teacher emotions, and teacher agency and to clarify the relationship among them, and as a reference for mathematics remedial teaching. This study adopts intentional sampling and takes mathematics remedial teachers, the survey subjects of this study were 128 male and 159 female teachers. The results revealed that (1) There is a significant relationship between the two variables such as teacher belief, teacher engagement, teacher emotion, and teacher agency. (2) Only teacher engagement plays a mediating role in the relationship between teacher teaching belief and teacher agency. (3) Positive teachers' emotions can produce an indirect effect between teachers' beliefs and teachers' agency.