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題名:教師自我調節能力、自我效能、社會支持 對教師專業發展之影響
作者:吳卓容
作者(外文):Wu, Cho-Jung
校院名稱:國立彰化師範大學
系所名稱:教育研究所
指導教授:王智弘
學位類別:博士
出版日期:2017
主題關鍵詞:教師自我調節能力自我效能社會支持教師專業發展teachers’ self-regulatory capacitiesself-efficacysocial supportteacher professional development
原始連結:連回原系統網址new window
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本研究旨在探討教師自我調節能力、自我效能、社會支持及教師專業發展之關聯性,分析教師自我調節能力、自我效能、及社會支持對於教師專業發展現況的影響,並探討來自組織、主管、同事及家庭的社會支持之調節作用。本研究採用問卷調查研究方法蒐集樣本資料,在預試階段以台中市公立國民小學教師為對象,寄發 265 份預試問卷,回收有效問卷 226 份,據以分析測量工具的信效度。在正式施測階段,2016年時以臺灣地區公立國民小學教師為對象,寄發 1155 份問卷,回收有效問卷1034份。在資料分析方面,透過描述性統計、探索性因素分析、驗證性因素分析、變異數分析、相關分析及結構方程模式等方法,檢測本研究問題及假設。
依據研究結果,本研究獲致以下結論:
現職國民小學教師具有中等程度的教師自我調節能力、自我效能、社會支持,以及中高程度的教師專業發展。關於教師自我調節能力、自我效能、社會支持及教師專業發展之差異分析:教師自我調節能力的知覺會因性別、年資、現任職務、學校規模及學校類型之不同而有所差異;教師的自我效能會因學校類型之不同而有所差異;教師社會支持的知覺會因性別、現任職務、學校類型及學校所在地區之不同而有所差異;教師專業發展的知覺會因現任職務之不同而有所差異。
此外,教師自我調節能力、自我效能、社會支持及教師專業發展之間兩兩具有正向相關,且教師自我調節能力、自我效能、及教師專業發展三者之間具有顯著影響關係。再者,教師自我調節能力可透過自我效能的部分中介效果,間接影響教師專業發展,教師自我調節能力、自我效能、及教師專業發展的結構方程模式適配度顯示為良好。研究亦顯示,來自組織、主管、同事及家庭的社會支持對教師自我調節能力與教師專業發展間的關係有調節作用。
基於上述之研究結果,本研究提出一些建議,作為教育行政機關、學校主管、教師及未來研究之參考。
The study investigated the relationships among the perception of teachers’ self-regulatory capacities, self-efficacy, social support, and teacher professional development. This study also explored the influence of teachers’ self-regulatory capacities, self-efficacy, and social support on teacher professional development in elementary school teachers. Moreover, this study analyzed the moderating impact of the social support from schools, supervisors, colleagues, and family on the relationships between the perception of teachers’ self-regulatory capacities and teacher professional development.
In this study, questionnaire survey was used to collect sample data. In the pretest administered in this study, a survey was conducted on public elementary school teachers in Taichung City in 2016. A total of 265 questionnaires were distributed, and 226 were returned. The reliability and validity of the questionnaire were tested. In the formal survey, the subjects were public elementary school teachers from across Taiwan. A total of 1155 questionnaires were distributed, and 1034 valid questionaires were returned. The data were analyzed using descriptive statistics, exploratory factor analysis, confirmatory factor analysis, analysis of variance, correlation analysis, and structural equation modeling to validate the research hypotheses.
Based on the results, the following conclusions were derived:
Elementary school teachers possess a middle-level perception of teachers’ self-regulatory capacities, self-efficacy, and social support. Besides, elementary school teachers possess middle-high-level teacher professional development. As for the variance analysis of teachers’ self-regulatory capacities, self-efficacy, social support, and teacher professional development, the findings are as follows. The perception of teachers’ self-regulatory capacities varies by gender, years of service, position in school, school size, and school type. The self-efficacy of teachers varies by school type. The teachers’ perception of social support varies by gender, position in school, school type and school location. The perception of teacher professional development varies by position in school.
In addition, there is a significant positive correlation between the variables of teachers’ self-regulatory capacities, self-efficacy, social support, and teacher professional development. Both teachers’ self-regulatory capacities and self-efficacy showed a positive direct effect on teacher professional development. Considering the mediating effect of self-efficacy, the perception of self-efficacy partially mediated the effect of teachers’ self-regulatory capacities and teacher professional development. The SEM constructed for teachers’ self-regulatory capacities, self-efficacy, and teacher professional development showed a goodnesss of fit. Furthermore, the social support from schools, supervisors, colleagues, and family moderated the relationship between the perception of teachers’ self-regulatory capacities and teacher professional development.
Furthermore, there are many applications proposed to education authority, school principals, and teachers. Finally, this paper provides suggestions for future research.
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