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題名:高職專業類科教師教學效能模式之研究
作者:胡央志
作者(外文):Yang-Chih Hu
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:戴文雄
學位類別:博士
出版日期:2007
主題關鍵詞:教學效能教師自我效能教師集體效能教師教學歷程學生學習自我效能學生學習成效teacher effectivenessteacher efficacycollective teacher efficacyteaching processlearning efficacystudent learning outcomes
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本研究旨在探討高職專業類科教師教學效能之現況、影響之關鍵因素及建構與驗證高職專業類科教師教學效能模式,作為高職專業類科教師提升教學效能之參考。
本研究採用調查研究法並以結構模式分析法針對回收之問卷(有效問卷教師372位,學生共1116位),進行資料分析與模式驗證。本研究獲致五點結論如下:
一、影響高職專業類科教師教學效能的關鍵因素有教師自我效能、教師集體效能、教師教學歷程、學生學習自我效能與學生學習成效。
二、高職專業類科教師效能之現況,在教師自我效能(M=5.63)、教師集體效能(M=5.30)、教師教學歷程(5.93) 、學生學習自我效能(M=5.86),其現況均屬於「很好」。
三、教師背景變項中之學歷、教育背景、教學年資、教師專業成長與技術士證照等在教師教學效能上有顯著差異;學生背景變項之年級、父母親職業、入學成績、班上排名、技術士證照與未來教育期望在學生學習效能與學習成效上有顯著差異。
四、對於教師自我效能、教師集體效能與教學歷程三個外生變項對於學生學習自我效能之解釋能力為63.1%(R2=0.631),再透過教師自我效能、教師集體效能與教學歷程三個外生變項及內生變項學生學習自我效能對於學生學習成效之解釋能力為85.0%(R2=0.850)。
五、高職專業類科教師教學效能模式之基本配適情況良好,GFI =0.894; AGFI =0.851; RMSEA =0.081; NFI =0.967; NNFI =0.971; CFI =0.977。
The main purpose of this study was to construct the modeling of senior vocational high school’s professional teachers』 effectiveness、and to investigate the teacher effectiveness conditions at present、further to find the key factors of teacher effectiveness.
This research applies the survey research method (available questionnaires including 372 teachers and 1116 students) and through Structural Equation Modeling (SEM) undertakes data analysis and mode verification in view of analyzed questionnaires. The conclusions are summarized as follows:
1. The key factors of influence to the senior vocational high school’s professional teachers effectiveness including teacher efficacy、collective teacher efficacy、teaching process、learning efficacy and student learning outcomes.
2. The present conditions of senior vocational high school’s professional teachers』 effectiveness are very good、including teacher efficacy (M=5.63)、collective teacher efficacy (M=5.30)、teaching process (M=5.93)、learning efficacy (M=5.86).
3.There are significant differences of teacher background variables on the teacher effectiveness、including academic credentials、educational background、teaching experience and service seniority、teacher professional growth and technological certificates、and student's background variables have significant differences on learning efficacy and learning outcome、including grade 、parents' job、entrance examination score、class ranking、technological certificates and future educational expectation .
4.The exogenous variables(teacher efficacy、collective teacher efficacy and teaching process) explanation ability is 63.1% for learning efficacy、then exogenous variables(teacher efficacy、collective teacher efficacy and teaching process) and endogenous variable(learning efficacy) explanation ability is 85.0% for student learning outcomes.
5. The modeling of VHSPT effectiveness of the goodness-of-fit-indexes is good. (GFI =0.894; AGFI =0.851; RMSEA =0.081; NFI =0.967; NNFI =0.971; CFI =0.977)
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