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題名：國民小學教師專業自主與教師效能之研究
書刊名：新竹師院學報
作者：郭淑珍
作者(外文)：Kuo, Shu-chen
出版日期：2003
卷期：17
頁次：頁23-50
主題關鍵詞：國民小學；教師專業自主；教師效能；Elementary school；Teachers' professional autonomy；Teacher efficacy
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(4) 博士論文(8) 專書(0) 專書論文(0)
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本研究旨在瞭解國民小學教師專業自主與教師效能的內涵、現況與關係；探討不同背景變項在教師專業自主及教師效能的差異；最後探討預測教師效能的變項及其影響力。 本研究採問卷調查法，以桃竹苗地區四縣市國民小學教師為研究對象，研究工具含教師專業自主量表、教師效能量表二種，分別以描述分析、t考驗、變異數分析、積差相關分析、典型相關分析、多元逐步迴歸分析等統計方法，對資料進行分析，研究重要發現如下： 一、國民小學整體教師專業自主及四個分向度（一般教學效能、個人教學效能）程度良好。 二、國民小學教師效能及二個分向度（一般教學效能、個人教學效能）程度良好。 三、國民小學教師性別、最高學歷、服務年資、擔任職務、學校規模、學校所在地區等背景變項，在教師專業自主量表上有顯著差異；而是否參加教師會，在教師專業自主量表上則無顯著差異。 四、國民小學教師性別、最高學歷、服務年資、擔任職務、學校規模、學校所在地區等背景變項，在教師效能量表上有顯著差異；而是否參加教師會，在教師效能量表上則無顯著差異。 五、國民小學教師專業自主與教師效能具有顯著正相關。 六、國民小學整體教師專業自主與享有專業自由、參與組織決策、免於外力干預、維持專業品質四分向度皆對教師效能具有正向的預測作用。 最後，根據研究結果提出具體建議，以作為教育行政主管機關、國民小學行政、國民小學教師及未來相關研究之參考。
The purpose of this study was to understand contents, current status and relationships of teachers' professional autonomy and teacher efficacy in elementary school. Secondary, to compare differences between background variables respect to school teachers' professional autonomy and teacher efficacy in elementary school.. Lastly, to probe into forecast variables and influence for teacher efficacy. This investigation was based on questionnaire survey. The targets of this study are Tao-yuan, Hsin-chu, and Miao-li four citys which county's elementary school teachers. Two survey instrument were develop in the research including School Teachers' professional autonomy Inventory and Teacher efficacy Inventory. each of them were processed by statistical methods such as “Descriptive Statistics”, “T-Test” , “One-Way ANOVA” , “Analysis of Product-Moment Correlation” , “Canonical Correlation Analysis” , “Stepwise Multiple Regression Analysis”. Following are major study outcomes: 1. The entirety teachers' professional autonomy and 4 sub-directions (enjoy professional freedom, participate organization decision-making, be free of external interruption, and keep profession quality) in elementary school are tending positive values and well degree. 2. The entirely teacher efficacy and 2 sub-directions (general teaching efficacy, personal teaching efficacy) in elementary school are well degree. 3. The background variables such as sex of teachers, top academic background, year for servicing, position, scale, locations, in elementary school shows major difference on School Teachers' professional autonomy Inventory, but if there is an association of teachers shows no major difference on the same inventory. 4. The background variables such as sex of teachers, top academic background, years for servicing, position, scale, locations, in elementary school shows major difference on Teacher efficacy Inventory, but if there is an association of teachers shows no major difference on the same inventory. 5. Teachers' professional autonomy and teacher efficacy in elementary school possess major positively correlated. 6. The values of the entirety teachers' professional autonomy and 4 sub-directions which are “enjoy professional freedom” , “participate organization decision-making” , “be free of external interruption”, and “keep profession quality” in elementary school are positive toward prediction for teacher efficacy. Finally, to bring up some concrete suggestions according to the study outcomes as references for governmental institution for education, elementary school administration, elementary school teachers and correlated study in the future.
期刊論文
1.Soodak, L. C.、Podell, D. M.(1997)。Efficacy and experience: Perceptions of efficacy among preservice and practicing teacher。Journal of Research and Development in Education，30(4)，214-221。  new window
2.Allinder, Rose M.(1995)。An examination of the relationship between teacher efficacy and curriculum-based measurement and student achievement。Remedial and Special Education，16(4)，247-254。  new window
3.Pearson, L. C.、Hall, B. W.(1993)。Initial construct validation of the teaching autonomy scale。Journal of Educational Research，86(3)，172-178。  new window
4.Chester, M. D.、Beaudin, B. Q.(1996)。Efficacy beliefs of newly hired teachers in urban schools。American Educational Research Journal，33(1)，233-257。  new window
5.沈姍姍(19980500)。學校教育改革中教師的角色調整。教育資料與研究，22，8-9。new window  延伸查詢new window
6.Hoy, W. K.、Woolfolk, A. E.(1990)。Socialization of student teachers。American Educational Research Journal，27(2)，279-300。  new window
7.Rosenholtz, S. J.、Simpson, C.(1990)。Workplace conditions and the rise and fall of teachers' commitment。Sociology of Education，63(4)，241-257。  new window
8.Raelin, J. A.(1989)。How to give your teachers autonomy without losing control。Executive Educator，11(2)，19-20。  new window
9.Denham, Carolyn H.、Michael, Joan J.(1981)。Teacher Sense of Efficacy: A Definition of the Construct and a Model for Further Research。Educational Research Quarterly，6(1)，39-63。  new window
10.Newmann, F. M.、Rutter, R. A.、Smith, M. S.(1989)。Organizational factors that affect school sense of efficacy, community, and expectations。Sociology of Education，62(4)，221-238。  new window
11.Gibson, Sherri D.、Dembo, Myron H.(1984)。Teacher Efficacy: A Construct Validation。Journal of Educational Psychology，76(4)，569-582。  new window
12.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
會議論文
1.Askling, B.(1991)。Structural and organizational contexts of the teaching profession。The Annual Meeting of the American Educational Research Association。  new window
2.Feir, R. E.(1985)。The structure of school : Teachers and authority。The Annual Meeting of the American Educational Research Association。NY。  new window
3.Street, S.、Licata, W.(1988)。Supervisor expertise, teacher autonomy and environmental robustness。The Annual Meeting of the American Educational Research Association。  new window
4.Guyton, Edith(1994)。Relationships among economic diversity and context of student teaching placements and educational attitudes and performance of preservice teachers。Annual Meeting of the American Educational Research Association，(會議日期: April 4-8, 1994)。New Orleans, LA。  new window
學位論文
1.虞志長(1997)。國民小學管理模式、教師專業自主知覺與學校衝突感受研究(碩士論文)。台北市立師範學院。  延伸查詢new window
2.李雲漳(2002)。國民小學校長教學領導與教師效能之研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
3.鄭宏財(1998)。國民小學教師全面品質管理信念與教師效能關係之研究(碩士論文)。國立台南師範學院。  延伸查詢new window
4.王湘栗(1997)。國民小學教師關注與教師效能感之研究(碩士論文)。臺北市立師範學院。  延伸查詢new window
5.廖吳勇(1998)。國民小學教師工作動機，參與決定與自我效能關係之研究(碩士論文)。臺北市立師範學院。  延伸查詢new window
6.游淑燕(1993)。國民小學教師課程決定權取向及其參與意願之研究(博士論文)。國立政治大學，臺北市。new window  延伸查詢new window
7.Hendley, H. H.(1983)。Perceived teacher autonomy and situational characteristics of school organizational level and principal's managerial philosophy(博士論文)。The University of Georgia。  new window
8.Gnecco, D. R.(1983)。The perceptions of autonomy and job satisfaction among elementary teachers in southern Maine(博士論文)。Vanderbilt University。  new window
9.彭富源(1997)。學校教師會與教師專業自主(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
10.劉月娥(2000)。國民小學教師專業決定與教師效能感之研究(碩士論文)。臺北市立師範學院，臺北市。  延伸查詢new window
11.Foore, R. E.(1991)。The effects of teacher perception of professional autonomy on reward structure preference(博士論文)。Oklahoma State University。  new window
12.Hanson, R. E.(1993)。Teacher perception and experience of professional autonomy within an urban school district(博士論文)。University of Missouri-Kansas city。  new window
13.高新建(1991)。國小教師課程決定之研究(碩士論文)。國立臺灣師範大學，台北市。  延伸查詢new window
14.郭明德(1999)。國小教師自我效能、班級經營策略與班級經營成效關係之研究(博士論文)。國立高雄師範大學。new window  延伸查詢new window
15.王為國(1995)。國小教師專業自主--一所國小之個案研究(碩士論文)。國立臺中師範學院。  延伸查詢new window
16.卯靜儒(1991)。學校科層化及教師專業自主與專業自棄關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
17.林彩岫(1987)。國民中學教師專業自主性之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
18.張鈿富(1986)。我國教師專業組織之研究(碩士論文)。國立政治大學。  延伸查詢new window
19.鍾任琴(1994)。國小實習教師教育專業信念發展之研究(博士論文)。國立政治大學，台北市。new window  延伸查詢new window
20.梁茂森(1992)。高級職業學校教師教學成敗歸因及其相關因素之研究(博士論文)。國立政治大學，台北市。new window  延伸查詢new window
21.劉威德(1994)。國中教師教學成敗歸因、社會支持與教學自我效能相關之研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
22.顏銘志(1996)。國民小學教師教學信念、教師效能與教學行為之相關研究(碩士論文)。國立屏東師範學院。  延伸查詢new window
23.顏淑惠(2000)。國民小學教師情緒管理與教師效能之研究(碩士論文)。臺北市立師範學院，臺北市。  延伸查詢new window
24.何郁玲(1999)。中小學教師職業倦怠、教師效能感與生命意義感關係之研究(碩士論文)。國立彰化師範大學，彰化市。  延伸查詢new window
25.孫志麟(1991)。國民小學教師自我效能及其相關因素之研究(碩士論文)。國立政治大學。  延伸查詢new window
26.陳美言(1998)。國民小學校長教學領導與教師教學自我效能關係之研究(碩士論文)。台北市立師範學院，臺北市。  延伸查詢new window
27.高義展(1998)。國民小學學校教師會組織功能、影響型態與學校效能關係之研究(碩士論文)。國立高雄師範大學，高雄市。  延伸查詢new window
28.陳木金(1997)。國民小學教師領導技巧、班級經營策略與教學效能關係之研究(博士論文)。國立政治大學。new window  延伸查詢new window
29.周新富(1991)。國民小學教師專業承諾、教師效能信念與學生學業成就關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
圖書
1.Hall, Richard H.(1969)。Occupations and the social structure。Prentice-Hall。  new window
2.Hanson, E. M.(1990)。Educational administration and organizational Behavior。MA：Allyn and Bacon。  new window
3.陳美玉(1996)。教師專業實踐理論與應用。臺北市：師大書苑。  延伸查詢new window
4.Dean, J.(1992)。Organising learning in the primary school classroom。London：Routledge。  new window
5.陳奎熹(1993)。教育社會學研究。臺北：師大書苑。  延伸查詢new window
6.教育部(2001)。國民中小學九年一貫課程暫行綱要。台北：教育部。  延伸查詢new window
7.Ashton, Patricia T.、Webb, Rodman B.(1986)。Making a Difference: Teachers' Sense of Efficacy and Student Achievement。Longman。  new window
8.劉春榮(1996)。國民小學教師專業自主知覺、教師組織功能需求與教師專業承諾研究。高雄：復文。  延伸查詢new window
9.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
10.行政院教育改革審議委員會(1996)。教育改革總諮議報告書。行政院教育改革審議委員會。  延伸查詢new window
單篇論文
1.Hart, S. P.，Marshall, J. D.(1992)。The question of teacher professionalism(ED 349291)。  new window
其他
1.Franklin, V. L.(1989)。Teacher efficacy and selected organization climate variables in urban and suburban school setting(AAT89-21857)。(AAT89-21857)。  new window
圖書論文
1.郭秋勳(1994)。教育專業的發展。教育概論。台北市：正中書局。  延伸查詢new window
2.高強華(1992)。教師社會化研究及其在師資培育上的意義。教育專業。臺北：師大書苑。  延伸查詢new window
3.簡紅珠(1988)。教學研究的趨勢。教學原理。臺北：師大書苑。  延伸查詢new window
4.Clark, Christopher M.、Peterson, Penelope L.(1986)。Teachers' thought processes。Handbook of Research on Teaching。Macmillan。  new window
 
 
 
 
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