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題名:國小啟聰教育教師專業知能與教師效能之相關研究
作者:潘奕陵
作者(外文):Pan Yi Ling
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:周台傑
陳小娟
學位類別:博士
出版日期:2008
主題關鍵詞:國小啟聰教育教師專業知能教師效能deaf teachers in elementary schoolsprofessional knowledgeteacher efficacy
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本研究旨在了解國小啟聰教育教師專業知能與教師效能評定的情形,以及建構一個合適的國小啟聰教育教師專業知能與教師效能結構模式,並運用結構模式(AMOS)的統計原理來驗證其適配情形。
研究對象為200名台灣地區國小啟聰教育教師,有效樣本164名。研究工具是「國小啟聰教育教師專業知能與教師效能問卷」,其中教師專業知能包括重要程度與具備程度,教師專業知能分成基礎知能、學生特性與學習差異、教學策略與計畫、學習環境與社會互動、語言、評量、專業與合作等七個層面(共55題);教師效能分成教學技能、溝通、專業期許與服務、專業成長與人際關係等四個層面(共65題)。得到的結論如下:
壹、七個專業知能層面的重要程度及具備程度評定,均達「重要」及「具備」的程度。55項專業知能重要程度與具備程度之差異分析,有顯著差異存在,都有待提升到「非常具備」的程度。不同背景變項的教師,其專業知能重要程度整體層面,沒有顯著差異,而其專業知能具備程度整體層面,在「年齡」、「現任職務」、「啟聰教育年資」與「特教專業背景」有顯著差異(p<.001)。
貳、教師效能的四個層面,「教學技能」、「專業期許與服務」及「專業成長與人際關係」達「符合」的程度,「溝通」只達到「稍微符合」的程度。不同背景變項的教師,只在「啟聰教育年資」有顯著差異(p<.01),顯示啟聰教育年資越高,教師效能符合程度的評定越高。
參、國小啟聰教育教師專業知能與教師效能的相關分析結果顯示具備程度之評定比專業知能重要程度之評定更接近教師效能之評定。而以教師專業知能具備程度預測教師效能的預測力達57.9%。
肆、本研究所提出的「國小啟聰教育教師專業知能與教師效能結構模式」可以用來解釋國小啟聰教育教師效能的情形。
根據本研究的發現和結論,提出若干建議,作為教育應用與未來研究的參考。
關鍵字:國小啟聰教育教師、專業知能、教師效能
The purpose of this study was to explore how well deaf teachers in elementary schools rated themselves in professional knowledge and teacher efficacy, how did different variables affect their ratings, and to apply Structural Equation Modeling(AMOS) to identify the goodness of fit of a proposed model in professional knowledge and teacher efficacy.
A questionnaire of professional knowledge and teacher efficacy of deaf teachers in elementary schools was administered to survey 164 deaf teachers in elementary schools in Taiwan. The conclusions are as the followings:
1. Teachers rated the “importance”and the“possession”of 7 categories of professional knowledge. Significant differences were found in 55 competencies. No significant differences were found in the importance of professional knowledge in terms of personal background. The possession of professional knowledge differed significantly in “age”, “previous teaching experience”, “the length of teaching in deaf classes”, and“ professional background in special education”.
2. Teachers rated “match” in 3 categories of teacher efficacy, including “teaching skill”, “professional expectations and service”, and “professional growth and relationships”. The categories of “communication” was rated “some sort of match”. Teacher efficacy differed significantly in “the length of teaching in deaf classes” in terms of personal background.
3. Teacher efficacy was more closely related with possession of professional knowledge than with the importance of professional knowledge. The teacher professional knowledge can predict the teacher efficacy with 57.9% of accuracy.
4. The model submitted by the researcher possessed the characteristic in the goodness of fit.
Based on the conclusions of this study, several recommendations are made in the realm of educational application and possible directions for future studies.
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