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題名:特殊教育教師自我效能與教學行為之研究
作者:林秋榮
作者(外文):Chiou-rong Lin
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系所
指導教授:張勝成
學位類別:博士
出版日期:2007
主題關鍵詞:特殊教育教師教師自我效能教學行為special education teachersteacher self-efficacyteaching behaviors
原始連結:連回原系統網址new window
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本研究目的在於了解特殊教育教師自我效能的內涵,並探討特殊教育教師自我效能與教學行為的現況、差異及關係。本研究以訪談和問卷調查方式進行,兼顧質性與量化研究並重的原則。首先,深度訪談特殊教育優良教師九名,歸納整理出特殊教育教師自我效能的內涵,進而,編製特殊教育教師自我效能與教學行為量表作為研究工具,以全國北中南東及離島地區學前、國小、國中及高中職各教育階段之特殊教育教師為對象,分層隨機抽樣,寄出問卷1600份,回收有效問卷1266份,回收可用率為79.1%,經次數分配、平均數、標準差、因素分析、信度分析、單變量相依樣本變異數分析、多變量變異數分析、積差相關分析、典型相關分析、多元迴歸、路徑分析等統計方法的分析與驗證。本研究獲得以下八項結論:
一、特殊教育教師自我效能屬於多層面構念。
二、特殊教育教師的自我效能因層面的不同而略有差異。
三、特殊教育教師大都有積極的教學行為。
四、特殊教育教師的自我效能因個體因素及環境因素的不同而稍有差異。
五、特殊教育教師的教學行為因個體因素及環境因素的不同而稍有差異。
六、特殊教育教師的自我效能與教學行為具相關性,且以自我成長與班級經營層面對教學行為關係最為密切。
七、特殊教育教師自我效能對教學行為約具四成八預測力,且以自我成長層面預測力較強。
八、特殊教育教師自我效能會影響教學行為,兩者具正向直接影響。
此外,本研究針對特殊教育教師、學校及教學行政機關提出以下建議:
一、特殊教育教師宜經常省思自己的自我效能,以增進教學成效。
二、鼓勵在職進修,舉辦研習座談,架構專業對話平台,活化自我效能。
三、注重特殊教育教師的情緒管理能力,建構増權賦能支援系統。
四、整合資深或高學歷的特殊教育教師為輔導教師,推行特殊教育教師分級制。
五、將教學活動觀摩與學生學習成效項目,納入特殊教育評鑑。
六、有關特殊教育教學議題的教育改革,不宜輕忽自我效能的影響。
七、重視特殊教育教師多層面的自我效能,激發全方位教師。
A Study of Teacher Self-Efficacy and Teaching Behaviors for Special Education Teachers
Abstract
The purpose of the study was to explore the content of special education teachers’ self-efficacy, and to investigate the relations among current special education teachers’ self-efficacy and their teaching behaviors, and to construct their linear structure relation. The study employed a combined method with qualitative and questionnaire approach to collect data. First, have in-depth interview with nine fine special education teachers to conclude the content of special education teachers’ self-efficacy. Stratified random sampling was used to sample 1,600 special education teachers from every educational stage all over Taiwan and off-shore islands. The 1,266 questionnaires (79.1%) were validly returned. The data was analyzed by statistic methods of frequency distributions, means, standard deviation, factor analysis, reliability analysis, ANOVA of two dependent samples, MANOVA, multiple regressions, and Linear Structure Relation (LISREL). The conclusion of this study was summed as follows:
1. The special education teachers’ self-efficacy is a construct of multi-dimensions.
2. The special education teachers’ self-efficacy is significant difference with different dimensions.
3. The special education teacher mostly has the positive teaching behaviors.
4. The special education teachers' self-efficacy is significant difference because of the individual factors and the environmental factors.
5. The special education teachers’ teaching behaviors are significant difference because of the individual factors and the environmental factors.
6. There’s significant relation between the self-efficacy and teaching behaviors of special education teachers. Besides, the dimensions of self-growth and classroom management are most related closely with teaching behaviors.
7. Special education teachers’ self-efficacy has an effective prediction about 48 percentages toward teaching behaviors, and the self-growth dimension have a more powerful prediction.
8. Special education teachers’ self-efficacy would affect teaching behaviors. What’s more, the two dimensions interact with each other positively and directly.
Finally, based on the results of study, researcher provided some commendations in the special education and future study.
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