教師自我效能感在學校分布式領導與教師創新的中介作用有效嗎？TALIS 2018我國國中教師的調查分析

Does Junior High School Teacher Self-efficacy Play the Mediating Role of the Relationship Between School Distribution Leadership and Teaching Innovation? Evidence from TALIS 2018 Taiwan

本研究旨在探討臺灣國中學校分布式領導與教師創新之間的關係，以及教師自我效能感的中介作用。在研究方法上，採用次級資料庫分析法，並使用結構方程模式驗證國中學校分布式領導、教師自我效能感與教學創新的影響關係。以臺灣國中教師為研究對象，有效問卷為3,819份。研究結果發現，臺灣國中教師知覺學校分布式領導、教師自我效能感、教師創新現況良好，且三者影響關係模式適配度良好。國中學校分布式領導對於教學創新有顯著之直接效果，教師自我效能感具有部分中介效果。本研究建議透過學校分布式領導，營造共責互助的文化，鼓勵教師參與學校決策，並強化教師自我效能感，促使教師創新。

This research aims to explore the relationship between the distributed leadership of our national primary and secondary schools and teachers’ innovation, and the mediating role of teachers’ self-efficacy. Both the secondary database analysis method and the structural equation were used to verify the influence relationship between the distributed leadership of the national middle school, the teacher’s self-efficacy and the teaching innovation. A total of 3,819 valid questionnaires were used for the study of Chinese middle school teachers. This study found that national middle school teachers perceive school distributed leadership, teacher self-efficacy, and teacher innovation status are good, and the three influence relationship patterns fit well. The distributed leadership of national primary and secondary schools has a significant direct effect on teaching innovation, and teacher self-efficacy has a partial mediating effect. This research suggests that through the distributed leadership of the school, a culture of mutual responsibility and mutual assistance should be created, teachers should be encouraged to participate in school decision-making, and teachers’ sense of self-efficacy should be strengthened to encourage teachers to innovate.