教師專業自主與教學實踐關係之研究——教師自我效能的中介效果

Relationships Between Teacher Autonomy and Teaching Practices Among Junior High School Teachers: The Mediating Role of Teacher Self Efficacy

教師專業自主與教師自我效能是教師賦權的關鍵因素，對改善教師的教學實踐至關重要。本研究旨在探討教師專業自主與教師自我效能（課室管理效能、教學效能及學生投入效能）對於教學實踐（清晰教學、認知活動及課室管理）的影響，除了解教師專業自主與教師自我效能對教學實踐的直接效果之外，更進一步分析教師自我效能的中介效果。本研究使用2018年教學與學習國際調查（TALIS）臺灣地區3,385位國中教師資料進行結構方程模式分析。研究結果顯示，教師專業自主對教師自我效能的課室管理效能、教學效能和學生投入效能三個向度，以及教學實踐的清晰教學向度具有顯著的正向影響，但對教學實踐的認知活動向度有顯著的負向影響。教師專業自主會透過教學效能的部分中介對清晰教學實踐產生正向影響，亦會透過課室管理效能的完全中介，對課室管理實踐產生正向影響，而教師專業自主對認知活動實踐的負向直接影響則會被課室管理效能和教學效能的間接效果所抵銷，因此無顯著的全體效果。最後，本研究依據研究結果進行討論，並針對教師實務工作與未來研究提出相關建議。

Teacher autonomy and self-efficacy are key elements of teacher empowerment and are critical to improving teachers’ teaching practice. This study investigated the mediating effect of teacher self-efficacy (efficacy in classroom management, efficacy in instruction, and efficacy in student engagement) on the relationship between teacher autonomy and teaching practices (clarity of instruction, cognitive activation, and classroom management) among 3,835 Taiwan teachers in lower secondary schools. Data were obtained from the Organization for Economic Cooperation and Development 2018 Teaching and Learning International Survey. The results indicated that, teacher autonomy exerts significant direct effects on all three dimensions of teacher self-efficacy, as well as on the clarity of instruction of teaching practice, but significant negative direct effects on the cognitive activation practices. Moreover, efficacy in instruction partially mediated the relationship between teacher autonomy and clarity of instruction practice. Efficacy in in classroom management complete mediated the relationship between teacher autonomy and classroom management practice. Teacher autonomy had no significant overall effect on cognitive activation practice. On the basis of the study results, a discussion on the proposed model and suggestions were provided for teaching practices and future research.