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研究生:余季容
研究生(外文):Chi Rong Yu
論文名稱:國中一般智能優異班教師教學效能之研究
論文名稱(外文):A Research on Teacher Efficacy of the Gifted Classes in the Junior High Schools
指導教授:王文科王文科引用關係
學位類別:碩士
校院名稱:國立彰化師範大學
系所名稱:特殊教育研究所
學門:教育學門
學類:特殊教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:161
中文關鍵詞:教學效能
外文關鍵詞:teacher efficacy
相關次數:
  • 被引用被引用:118
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  • 收藏至我的研究室書目清單書目收藏:6
摘 要
本研究旨在瞭解中部地區國中一般智能優異班教師的教學效能現況,探究教師在不同個人背景及不同工作變項下,其教學效能的差異情形,最後,由教師的個人背景及工作變項來分析對中部地區國中一般智能優異班教師教學效能的預測力。
本研究係以台灣中部八縣市(苗栗縣、台中市、台中縣、彰化縣、南投縣、雲林縣、嘉義市及嘉義縣等)的國中一般智能優異班教師184名為對象,實際有效樣本數為178名(96.74%)。以研究者自編的「國中一般智能優異班教師教學效能量表」的問卷進行資料蒐集,問卷包括六個向度。所得資料以平均數、標準差、t考驗、單因子變異數分析、事後比較及多元逐步迴歸分析等統計方法進行處理,得到下列結論:
一、 就整體教學效能而言,國中一般智能優異班教師有高度的效能感受;在六個向度上的效能感受,由高而低依次是「工作態度和個人特質」、「追求專業能力成長」、「教學自我效能信念」、「建立和諧師生關係」、「有效多元的教學技術」、「資優教育相關知識」。
二、 教師的教學效能會因為性別、資優班教學年資、兼任職務狀況及任教資優班理由等因素的不同而有差異;在年齡、婚姻狀況、教育程度、專業背景、普通班教學年資及任教科目等變項,教師的教學效能則是未達到顯著差異。
三、 專業背景、資優班教學年資、兼任職務狀況、任教資優班理由等四個變項對教師的教學效能感受具有預測作用;而性別、年齡、婚姻狀況、教育程度、普通班教學年資、任教科目等變項,無法有效預測出教師的教學效能,顯示這些變項不是影響國中一般智能優異班教師教學效能感受的重要因素。
根據研究發現及結論,研究者提出若干建議,供教育行政機關、學校行政單位、國中一般智能優異班教師及未來研究之參考。
Abstract
The purpose of this research is to investigate the current teacher efficacy of gifted classes in junior highs in central Taiwan. It then explores the differences of teacher efficacy under a variety of variables referring to personal backgrounds and tasks. As a result, the study analyzes how these variables are in relation to the prediction of teacher efficacy in gifted classes.
One hundred and eighty-four teachers of eight counties/cities in central Taiwan have been inquired to complete a six-dimension questionnaire created and edited by the researcher. Information and data, therefore, have been collected and processed through such statistical methods as mean, standard deviation, t-test, one-way analysis of variance, a posteriori comparisons, and multiple stepwise regression analysis. The study eventually concludes in presenting the following findings:
1. Teachers of gifted classes tend to have high degrees of feelings about their entire teaching efficacy. These feelings lying on the six dimensions used in the questionnaire, from top degree down, are: "working attitude and personal characteristics", "the pursuit of growth in professional abilities", "self-efficacy in teaching ", "the establishment of a harmonious relationship between teachers and students", "effective and diversified teaching skills", and "knowledge relevant to gifted education".
2. Teacher efficacy differs apparently in variables regarding gender, tenure of teaching in gifted classes, jobs, reasons for teaching in gifted classes. No significant differences found among factors as age, marital status, education, professional background, tenure of teaching in general classes, teaching subject.
3. Teacher efficacy would be better predicted by variables, such as, professional background, tenure of teaching in gifted classes, jobs, reasons for teaching in gifted classes. As to the variables, gender, age, marital status, education, tenure of teaching in general classes, and teaching subject aren’t the obvious factors to affect teacher efficacy.
目錄
第一章 緒論
第一節 問題背景與研究動機……………………….………..1
第二節 研究目的、問題與假設……………………………..6
第三節 名詞詮釋……………………………………………………..10
第四節 研究範圍與限制……………………………………..….12
第二章 文獻探討
第一節 教學效能的意義與內涵…………………………….14
第二節 教學效能的理論基礎與特性…………………….27
第三節 教學效能的評量工具與相關研究…………….43
第三章 研究方法
第一節 研究架構…………………………………………………………57
第二節 研究對象…………………………………………..……………59
第三節 研究工具…………………………………………………….….61
第四節 實施程序…………………………………………………….….73
第五節 資料分析與處理的方法………………………….…..75
第四章 研究結果與討論
第一節 研究的樣本…………………………………………………...…77
第二節 國中一般智能優異班教師教學效能之現況…81
第三節 國中一般智能優異班教師的不同變項與
教師教學效能之關係………………….…………………..98
第四節 各變項對國中一般智能優異班教師教學
效能之預測情形……..………………………………..…..117
第五章 研究發現、結論與建議
第一節 結論……….…………………………………………………………129
第二節 建議………………………………………………………………….132
參考書目
中文部分………………………………………………………………………….139
英文部分………………………………………………………………………….146
附錄
附錄一:問卷內容評閱人員資料表…………………………….162
附錄二:教學效能問卷(專家意見調查問卷)………..163
附錄三:教學效能問卷(預試問卷)………………………….171
附錄四:教學效能問卷(正式問卷)………………………....175
圖表目錄
表2-1 國內外學者專家對教學效能的定義………………….17
表2-2 高低教學效能教師的特徵……………………………………39
圖3-1 本研究之研究架構……………………………………………….58
表3-1 中部八縣市國中設一般智能優異班班級數、
教師人數、預試問卷回收及正式問卷回收情形……………………………………………………………………………60
表3-2 國中一般智能優異班教師教學效能調查問卷
編製過程……………………………………………………………..61
表3-3 相關問卷之彙整……………………………………………………63
表3-4國中一般智能優異班教師教學效能量表之問
卷架構………………………………………………………………….67
表3-5國中一般智能優異班教師教學效能預試量表項
目分析結果………………………………………………………….69
表3-6教師教學效能正式問卷各向度的題目分配情形…………………………………………………………………………..71
表3-7教師教學效能正式問卷之信度分析表……………..71
表3-8教師教學效能正式問卷各向度與整體之
Pearson積差相關分析表……………………………………72
表3-9 實施程序………………………………………………….…………….73
表4-1本研究有效樣本之基本資料一覽表………………….80
表4-2在資優教育之相關知識方面各題之填答分佈
與得分情形……………………………………………………………82
表4-3在教學自我效能之信念方面各題之填答分佈
與得分情形……………………………………………………………84
表4-4在有效多元的教學技術方面各題之填答分佈
與得分情形……………………………………………………………86
表4-5在建立和諧的師生關係方面各題之填答分佈
與得分情形……………………………………………………………88
表4-6在工作態度和個人特質方面各題之填答分佈
與得分情形……………………………………………………………92
表4-7在追求專業能力之成長方面各題之填答分佈
與得分情形……………………………………………………………93
表4-8各向度及整體教學效能之分析結果摘要表………95
表4-9不同性別之國中一般智能優異班教師在各向
度教學效能比較之t考驗分析摘要表………………99
表4-10不同年齡之國中一般智能優異班教師在各向
度教學效能比較之單因子變異數分析摘要
表…………………………………………………………..100
表4-11不同婚姻狀況之國中一般智能優異班教師
在各向度教學效能比較之t考驗分析摘要
表…………………………………………………………..101
表4-12不同教育程度之國中一般智能優異班教師
在各向度教學效能比較之單因子變異數分
析摘要表…………………………………………………102
表4-13不同專業背景之國中一般智能優異班教師
在各向度教學效能之平均分數摘要……………104
表4-14不同普通班教學年資之國中一般智能優異
班教師在各向度教學效能比較之單因子變
異數分析摘要表……………………………………………….105
表4-15不同資優班教學年資之國中一般智能優異
班教師在各向度教學效能比較之單因子變
異數分析摘要表……………………………………………….107
表4-16不同任教科目之國中一般智能優異班教師在
各向度教學效能比較之單因子變異數分析摘
要表………………………………………………………..108
表4-17不同兼任職務狀況之國中一般智能優異班
教師在各向度教學效能比較之單因子變異數
分析摘要表………………………………………………110
表4-18不同任教資優班理由之國中一般智能優異班
教師在各向度教學效能比較之單因子變異數
分析摘要表………………………………………………………..111
表4-19國中一般智能優異班教師個人背景變項及
工作變項在教學效能向度上感受程度之差
異摘要表……………………………………………………………112
表4-20教學效能六向度相關矩陣…………………………………117
表4-21教學效能六向度之多元逐步迴歸摘要……………119
表4-22教學效能和各變項之相關矩陣……………………….119
表4-23各預測變項對資優教育相關知識之多元逐
步迴歸摘要表……………………………………………………120
表4-24各預測變項對教學自我效能信念之多元逐
步迴歸摘要表……………………………………………………121
表4-25各預測變項對有效多元教學技術之多元逐
步迴歸摘要表……………………………………………………122
表4-26各預測變項對建立和諧師生關係之多元逐
步迴歸摘要表……………………………………………………123
表4-27國中一般智能優異班教師個人背景變項及
工作變項在教學效能各向度預測力之摘要表………………………………………………………………………….124
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