臺灣博碩士論文加值系統

有鑑於教育部在2005年公佈英語在國小課程中為正式必修學科，且從三年級開始實施，國小教師的任務便比以往更加沉重，遑論國小英語教師，更是要面對工作中遭遇到的挑戰與衝突。此研究的目的在於探討國小英語教師目前教師效能、工作倦怠及教學行為間的相關性。研究議題包含國小英語教師的背景因素在教師效能和工作倦怠上的影響，以及國小英語教師的教師效能和工作倦怠之間、教師效能和教學行為之間，以及工作倦怠和教學行為之間的相關程度。
本研究採用問卷調查法來蒐集資料。受試者是來自於全台灣北部、中部、南部，和東部十個縣市的國小英語教師。本研究的工具為「國小英語教師工作經驗問卷」，回收率為87.8％。結果如下：(1)描述性統計分析的結果指出，國小英語教師普遍具有高度的教師效能，而工作倦怠則相對較低。(2)單因子變異數分析結果顯示，國小英語教師的年資、學校規模以及學校所在地對教師效能、工作倦怠和教學行為方面，並無顯著的影響。(3)皮爾森積差相關分析發現，國小英語教師的教師效能與工作倦怠呈中度負相關；教師效能與教學行為之間為高度正相關；工作倦怠與教學行為間為中度負相關。因此，國小英語教師的教師效能程度愈高，則工作倦怠程度愈低；若教師效能愈高，則較能付出心力提升教學品質、對學生有較高期望；若工作倦怠程度愈高，則較不願設法精進其教學、對學生較不抱有高度期望，也較不能在課堂上靈活運用第一語言與第二語言。本研究建議，當政者、學校以及國小英語教師本身，應積極提升教師效能、減低工作倦怠，以創造良好教學品質。

Ever since the Ministry of Education announced English as a required subject in elementary schools and started to provide formal English lessons in the third grade in 2005 (TESEC, 2008), elementary school teachers have more tasks than ever before, not to mention the elementary school English teachers who are encountering the various challenges and conflicts at work. The purpose of this study aimed at exploring the relationship among elementary school English teachers’ teacher efficacy, job-related burnout and teaching behaviors. In addition, the current level of elementary school English teachers’ teacher efficacy and job-related burnout, and the effects of elementary school English teachers’ demographic factors such as years of teaching, school sizes and school locations on their teacher efficacy and job-related burnout were also examined.
The study adopted a survey research approach. The participants were elementary school English teachers from 10 cities in the northern, central, southern and eastern parts of Taiwan. The instrument used in this study was “Elementary School English teachers’ Working Experiences Questionnaire,” and the response rate was 87.8%. The data was analyzed by means of statistical software SPSS. In summary, the results of descriptive analysis indicated a high level of elementary school English teachers’ teacher efficacy and a low level of job-related burnout. The findings of One-way ANOVA showed that there was no significant difference of elementary school English teachers’ teacher efficacy, job-related burnout and teaching behaviors in terms of their years of teaching, school sizes and school locations. The results of Pearson-product moment correlations revealed that a moderate, negative but significant relationship existed between teacher efficacy and job-related burnout; a high, positive and significant relationship between teacher efficacy and teaching behaviors; a moderate, negative and significant relationship between teachers’ job-related burnout and teaching behaviors. Therefore, the higher the level of elementary school English teachers’ teacher efficacy, the lower the level of their job-related burnout. Furthermore, the finding suggested that the higher the level of elementary school English teachers’ teacher efficacy, the more they would make efforts to improve the quality of teaching and have more expectations to students. In addition, if elementary school English teachers experience higher level of job-related burnout, they are more likely to make less effort to improve the quality of teaching, have less expectation to students, and scarcely use the first and second language flexibly in classes. As a result, it is recommended that the authority, the schools and elementary school English teachers can take some measures to promote teacher efficacy and lower job-related burnout.

Chinese Abstract…………………………………………………………………………… i
English Abstract…………………………………………………………………………….ii
Table of Contents…………………………………………………………………………..iv
List of Tables………………………………………………………………………...……viii
List of Figures……………………………………………………………………………...xi
CHAPTER ONE Introduction
Background and Motivation………………………………………………………………..1
Purpose of the Study………………………………………………………………………..6
Research Questions…………………………………………………………………………7
Significance of the Study…………………………………………………………………...8
Definition of Related Terms………………………………………………………………...8
CHAPTER TWO Literature Review
Framework of Teacher Efficacy…………………………………………………………...10
Self-efficacy………………………………………………………………………...10
Concept of efficacy……………………………………………………..……10
Effects of efficacy……………………………………………………….…...14
Teacher Efficacy……………………………………………………………….…....16
Definition of teacher efficacy………………………………………….….….16
Construct of teacher efficacy………………………………………………....18
Effects of teacher efficacy……………………………………………….…...21
Teacher efficacy and teaching behaviors……………………………….…….24
Summary………………………………………………………………….………...25
Framework of Teacher Burnout…………………………………………………….……...26
Burnout……………………………………………………………………….…..…26
Definitions of burnout……………………………………………………..…26
Origins of burnout……………………………………………..……………..28
Effects of burnout………………………………………..…………………...29
Predictors of burnout……………………………………..……………..……29
Teacher Burnout………………………..…………………………………………...30
Definitions of teacher burnout…………………………….………………….31
Causes of teacher burnout…………………………………………………....31
Effects of teacher burnout………………………………………..…………..33
Preventions of teacher burnout…………………………………………...…..34
Teacher burnout and teaching behaviors………………………..……………35
Summary………………………………………………………………….………...36
Relationship Between Teachers’ Teacher Efficacy and Job-related Burnout………..........37
CHAPTER THREE Methodology
Research Design…………………………………………………………………….……..41
Participants and Sampling Method………………………………………………………...43
Instruments………………………………………………………………………………...45
Data Collection Procedure…………………………………………………………………48
Data Analysis………………………………………………………………………………49
CHAPTER FOUR Results and Discussion
The Demographic Data of Elementary School English Teachers…………………………51
Research Question 1……………………………………………………………….……....53
Results……………………………….……………………………………………...53
Discussion……………………………….………………………………………….55
Research Question 2…………………………………………….….……………………...58
Results……………………………….……………………………………………...58
Discussion……………………………….………………………………………….66
Research Question 3…………………………………….…………………………………69
Results……………………………….……………………………………………...69
Discussion……………………………….………………………………………….70
Research Question 4………………………………………….……………………………73
Results……………………………….……………………………………………...73
Discussion……………………………….………………………………………….75
Research Question 5…………………………….…………………………………………77
Results……………………………….……………………………………………...77
Discussion……………………………….………………………………………….79
CHAPTER FIVE Conclusion, Implications and Suggestions
Summary of the Major Findings……………………………………….…………..……...82
Limitations of the Study……………………………………….…………………….….....83
Conclusions……………………………………………………….………………….……84
Pedagogical Implications……………………………………….…………………….…...85
Suggestions for Future Studies……………………………………….……………….…...87
References…………………………………………………………….…………………...89
APPENDICES……………………………….………………………………….………..100
Appendix A “Elementary School English teachers’ Working Experiences
Questionnaire” (English Version)………………………………….……100
Appendix B “Elementary School English teachers’ Working Experiences
Questionnaire” (Chinese Version)……………………………….….…..103



List of Tables
Table Page
Table 1 Numbers of Questionnaires Distributed in Each Area…………….……………44
Table 2 Distribution of Elementary School English Teachers’ Working Experiences Questionnaire…………..…………………………………………………...……48
Table 3 Descriptive Statistics Results of Teaching Years………………………………..52
Table 4 Descriptive Statistics Results of School Sizes……………………………….….53
Table 5 Descriptive Statistics Results of School Locations………………………….….53
Table 6 Descriptive Statistics Results of Elementary School English Teachers’ Teacher Efficacy………………………………………………………………..………..54
Table 7 Descriptive Statistics Results of Elementary School English Teachers’ Job-related Burnout…………………………………………………..…..……..55
Table 8 Descriptive Statistics Results for the Effects of Elementary School English Teachers’ Years of Teaching on Teacher Efficacy and Job-related Burnout…..….............................................................................................……..60
Table 9 One-way ANOVA Statistics Results for the Effects of Elementary School English Teachers’ Years of Teaching on Teacher Efficacy and Job-related Burnout…………………………………………………………....…...………..61


Table 10 Descriptive Statistics Results for the Effects of Elementary School English Teachers’ School Sizes on Teacher Efficacy and Job-related Burnout.…...…………………………………………………………...………63
Table 11 One-way ANOVA Statistics Results for the Effects of Elementary School English Teachers’ School Sizes on Teacher Efficacy and Job-related Burnout……………………………………………………………….……..…64
Table 12 Descriptive Statistics Results for the Effects of Elementary School English Teachers’ School Locations on Teacher Efficacy and Job-related Burnout………..…………………………………………………………...…..65
Table 13 One-way ANOVA Statistics Results for the Effects of Elementary School English Teachers’ School Locations on Teacher Efficacy and Job-related Burnout…………………………………………………………………….…..66
Table 14 Intercorrelations Between the Teacher Efficacy and Teaching Behaviors of Elementary School English Teachers….……………………………….….…..70
Table 15 Intercorrelations Between the Teacher Efficacy and Teaching Behaviors of Elementary School English Teachers….…………………………………..…..73
Table 16 Intercorrelations Between the Teacher Efficacy and Teaching Behaviors in Three Aspects of Elementary School English Teachers…….…………….…..75

Table 17 Intercorrelations Between the Teacher Job-related Burnout and Teaching Behaviors of Elementary School English Teachers…………………….…..…78
Table 18 Intercorrelations Between the Teacher Job-related Burnout and Teaching Behaviors in Three Aspects of Elementary School English Teachers……...…79














List of Figures
Figure Page
Figure 1 Framework of Research Design…………………………………………...…42
Figure 2 Flowchart of the Data Collection of Study ……………………………….….49

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