臺灣博碩士論文加值系統

本研究旨在探討新手與資深教師於教師信念、專業承諾、與班級經營效能上的差異與關係。以臺灣公立國中及高中150位新手教師與152位資深教師為研究對象，並使用描述性統計、獨立樣本t考驗及多元迴歸分析等統計方法進行分析。本研究獲致結果如下：（一）新手與資深教師的教師信念良好、專業承諾度高、班級經營效能也佳。（二）新手與資深教師於教師信念上並無顯著差異。（三）資深教師於專業承諾的「研究進修」層面，較新手教師積極。（四）資深教師於班級經營效能的「班級環境規劃」、「班級常規表現」、「導師教學品質」、「學生學習效果」表現較新手教師佳。（五）新手教師於專業承諾中的「專業認同」層面，對其班級經營效能具有預測力。（六）資深教師於專業承諾中的「專業認同」及「工作投入」，與教師信念中的「師生關係」，對其班級經營效能具有預測力。本研究最後依據研究結果提出建議，以供教學輔導實務及未來研究之參考。







關鍵詞：新手教師、資深教師、教師信念、專業承諾、班級經營效能

A Comparative Study of Teachers’ Belief, Professional Commitment, and Classroom Management Effectiveness between Novice
Teachers and Expert Teachers in Junior and
Senior High Schools in Taiwan

Advisor: Hsin-Yi Kung, Ph. D.
Author: Yi-Hsuan Lin

Abstract

The purpose of this study was to explore whether years of teaching has impact on teachers’ belief, professional commitment, and classroom management effectiveness. Novices who are homeroom teachers with one to three years of teaching are qualified. Experts who have at least six years of homeroom teacher experience and at least ten years of teaching are qualified. The participants were 302 teachers from public junior and senior high schools in Taiwan, including 150 novices and 152 experts. A questionnaire was adopted as the instrument for this study. Data were analyzed by using descriptive statistics, independent sample t-test and multiple regression analysis. The findings of this study were as follows: first, teachers’ belief was medium-high level, professional commitment was medium-high level, and classroom management effectiveness was medium-high level for both novices and experts. Second, there were no significant differences on teachers’ belief in terms of years of teaching. Third, there was a significant difference on professional commitment. Experts have more attempt on advanced studies than novices. Fourth, there were significant differences on classroom management effectiveness. Experts had better classroom management efficacy in class rules, learning environment arrangement, teaching quality, and students’ academic achievement. Fifth, teacher’s professional identity can positively predict classroom management effectiveness among novices. Final, teacher’s professional identity, job involvement and teacher-student relationship can positively predict classroom management effectiveness among experts. In general, experts appeared to possess comparatively richer prediction of classroom management effectiveness. Based on the findings of the study, some suggestions were proposed for educational administration institutions, schools, teachers, and future researchers.



Keywords: novice teacher, expert teacher, teachers’ belief, professional commitment, classroom management effectiveness

中文摘要 i
英文摘要 ii
目次 iii
表次 vi
圖次 viii
第一章 緒論 1
第一節 研究動機 1
第二節 研究目的 5
第三節 待答問題 6
第四節 重要名詞釋義 6
第五節 研究範圍 9
第二章 文獻探討 11
第一節 新手教師與資深教師的差異 11
第二節 班級經營效能之概念與內涵 19
第三節 教師信念之定義與內涵 27
第四節 教師專業承諾之定義與內涵 31
第五節 教師信念、專業承諾與班級經營效能之相關研究 35
第三章 研究設計與實施 39
第一節 研究架構 39
第二節 研究假設 43
第三節 研究對象 44
第四節 研究工具 46
第五節 資料處理與統計 52
第四章 結果與討論 55
第一節 國高中新手與資深教師的教師信念、專業承諾、 班級經營效能之現況分析 55
第二節 國高中新手與資深教師的教師信念、專業承諾、班級經營效能之差異比較 64
第三節 國高中新手與資深教師的教師信念、專業承諾對班級經營效能之預測力分析 70
第五章 結論與建議 77
第一節 結論 77
第二節 建議 78
參考文獻 85
一、 中文文獻 85
二、 外文文獻 91
附錄 98
附錄一 教師信念量表 98
附錄二 教師專業承諾量表 100
附錄三 班級經營效能量表 103
附錄四 教師信念量表同意書 105
附錄五 班級經營效能量表同意書 106

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