運用「俄亥俄州教師效能感量表」於國中教師之試探性與驗證性研究   免費試閱

Establishing the Validity of the Ohio State Teacher Efficacy Scale for Taiwanese Junior High School Teachers

本研究旨在將Tschannen-Moran與Woolfolk Hoy發展之「俄亥俄州教師效能感量表」（Ohio State Teacher Efficacy Scale， OSTES）予以中文化，以國中教師為研究樣本探討其心理計量特質，包括檢核其個別題項的適切性以及建立該量表的因素結構，並考驗其效度與信度。本量表包含教學策略、班級經營及學生投入三個分量表，有12題，題型為Likert式九等量表。在試探性研究階段，以213位國中教師為樣本，進行項目分析與試探性因素分析。在驗證性研究階段，以747位國中教師為樣本，進行驗證性因素分析、單因子多變量變異數分析及內部一致性分析。研究結果顯示：一、OSTES個別題項的適切性佳，因素結構與原版本相同；二、運用OSTES測量國中教師自我效能感具有良好的建構效度；三、運用OSTES測量國中教師自我效能感具有良好的區別效度；四、運用OSTES測量國中教師自我效能感具有良好的信度。

The main purpose of this study was to validate the psychometric properties of the 12-item Ohio State Teacher Efficacy Scale (OSTES) for junior high school teachers in Taiwan. The scale consists of three subscales: Instructional Strategies， Classroom Management， and Student Engagement. The Chinese version of the OSTES was tested on two samples of 213 and 747 junior high school teachers respectively. We conducted item analysis and exploratory factor analysis (EFA) on the first sample and confirmatory factor analysis (CFA)， MANOVA and internal consistency analysis on the second sample. The individual items in the Chinese version of the OSTES are reliable and its factorial structure is consistent with that of the original scale. The scale is a valid and reliable instrument of measuring junior high school teachers' self-efficacy in Taiwan.