教師參與專業發展活動之類型對教師自我效能的作用：基於TALIS 2018臺灣國中和高中複雜調查資料分析之證據

The Effect of the Types of Teachers’ Participation in Professional Development Activities on Teachers’ Self-Efficacy: Evidence from a Complex Survey Analysis Based on TALIS 2018 Taiwan’s Junior and Senior High Schools Data

本研究旨在探究臺灣教師參與專業發展活動之類型對於教師自我效能的效應，在研究方法上係採取次級資料分析，針對臺灣「教學與學習國際調查」（Teaching and Learning International Survey, TALIS）2018之國中和高中資料進行統計分析。在教師專業發展成效的評估上，良好和嚴謹的證據並不常見，這是教育行政和政策研究者必須要克服的難題。迄今，國內仍相當欠缺以TALIS 2018資料檢證教師參與專業發展活動之成效的研究成果，此研究缺口實有待填補。考量到TALIS 2018的調查資料特性，本研究於應用複雜調查資料分析後得到以下結論：一、國中教師參與「線上課程／專題研討」、「教師社群參與」、「閱讀專業文獻」、「教育會議研討」和「其他」等專業發展活動類型，對於教師自我效能之整體或分層面具有顯著的正向影響。二、高中教師參與「線上課程／專題研討」、「教師社群參與」、「閱讀專業文獻」、「教育會議研討」和「正式的資格證照課程」等專業發展活動類型，對於教師自我效能之整體或分層面具有顯著的正向影響。最後，本研究對教師專業發展之行政和政策考量以及未來之研究，提供相關參考建議。

This study aims to investigate the effect of the types of professional development activities that teachers participate in affect their self-efficacy. Secondary data analysis was adopted to statistically analyze the data of Taiwan’s junior and senior high schools from the Teaching and Learning International Survey (TALIS) 2018. Good and rigorous evidence is not often available for assessing the effectiveness of teachers’ professional development, and this is a problem that educational administration researchers must overcome. To date, there has been little research in Taiwan that uses TALIS 2018 data to examine the effectiveness of teachers’ participation in professional development activities, and this research gap needs to be filled. Considering the characteristics of the survey data of TALIS 2018, this study obtained the following findings after applying the analysis of complex survey data of TALIS 2018. 1. Junior high school teachers’ participation in the types of professional development activities such as “attending online courses/seminars,” “joining teachers community,” “reading professional literature,” “attending educational conferences,” and “other activities” has significant positive effects on the overall or sub-dimensions of their self-efficacy. 2. Senior high school teachers’ participation in the types of professional development activities such as “attending online courses/seminars,” “joining teachers community,” “reading professional literature,” “attending educational conferences,” and “taking formal qualification courses” has significant positive effects on the overall or sub-dimensions of their self-efficacy. Finally, based on the findings, this study provides recommendations from the perspective of administrative and policy considerations for teacher professional development as well as future research.