臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：跨越科層：學校組織對教師自我效能的影響
書刊名：國立臺北師範學院學報. 教育類
作者：孫志麟 引用關係
作者(外文)：Sun, Chih-lin
出版日期：2005
卷期：18:1
頁次：頁29-61
主題關鍵詞：科層體制；學校組織；教師自我效能；Bureaucracy；School organization；Teacher efficacy
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(14) 博士論文(6) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:14
  • 共同引用共同引用:622
  • 點閱點閱:83
由於社會的快速變遷，教學專業受到極大的挑戰，許多的教育改革對於教師素質的要求相當殷切，認為教師必須採取創新的教學方式，以培養學生問題解決、批判思考、公民責任及終身學習的能力。然而，如果沒有提供教師有意義且有效的專業發展機會，這些教學上的變革都是不可能發生的。本研究從社會學的觀點出發，探討學校組織對教師自我效能的影響，希冀藉由學校結構的轉變，賦予教師專業自主與權能，以提升教學品質與效能。為達成研究目的，本研究採取實徵取向的研究方法，以27 所國民小學的398 位教師為對象，進行「教師自我效能量表」和「學校組織型態量表」的施測。調查所得的資料，以相關分析、多元迴歸分析、t 考驗、變異數分析等統計方法進行分析。研究結果指出：學校組織會影響教師自我效能的發展。其中，學校組織愈傾向科層化，恐將不利於教師自我效能的形成；反之，學校組織愈重視專業化，則有助於教師自我效能的提升。再者，學校組織中強調專業規範和專職分工，或是減少權威階層體系，對教師自我效能亦有正面的影響。據此，為增進教師自我效能，必須跨越科層體制，改變學校組織結構及運作，並建立以教師為中心的教育改革模式，同時營造教師個人與學校組織的新關係，以發展教學新專業主義。
With rapid societal changes, the teaching profession has been facing serious challenges. Many educational reform efforts have emphasized the need for high qualified teachers. Teachers are being called upon to teach in new ways to promote students’ ability of problem-solving and critical thinking and help them become responsible citizens and lifelong learners. However, these changes in teaching will not happen without meaningful and effective professional development opportunities for teachers. This study examined the effects of school organization on teachers’ sense of efficacy. The sample was composed of 398 teachers, randomly selected from 27 primary schools in Taiwan. Teacher Efficacy Scale and School Organization Inventory were administered to the teachers in these schools. Data collected were analyzed by Pearson product-moment correlation, stepwise and multiple regression, t-test, and analysis of variance. Results showed that school organization influenced the development of teachers’ self-efficacy. The bureaucratic structure greatly restricted teacher efficacy. Less bureaucratic schools were crucial to enable teachers to be confident professionals. A regression model using organizational variables to predict teacher efficacy was significant. Among all the organizational variables, professional code had stronger predictive power. Further, the professional type school teachers had a higher sense of efficacy than did the bureaucratic type counterparts. To develop the new professionalism, reform efforts must be devoted to enhancing and maintaining positive teacher efficacy within the context of the school.
期刊論文
1.Friedman, I. A.、Kass, E.(2002)。Teacher self-efficacy: A classroom-organization conceptualization。Teaching and Teacher Education，18，675-686。  new window
2.Hoy, W. K.、Sweetland, S. R.(2000)。Schools bureaucracies that Work: Enabling, not coercive。Journal of School Leadership，10，525-541。  new window
3.Hoy, W. K.、Sweetland, S. R.(2001)。Designing better schools: The meaning and measure of enabling school structures。Educational Administration Quarterly，57(3)，296-321。  new window
4.Lee, V. E.、Dedrick, R. F.、Smith, J. B.(1991)。The effect of the scoial organization of schools on teachers’ efficacy and satisfaction。Sociology of Education，64，190-208。  new window
5.Louis, K. S.(1998)。Effects of teacher quality of work life in secondary schools on commitment and sense of efficacy。School Effectiveness and School Improvement，9(1)，1-27。  new window
6.McKinney, M.、Sexton, T.、Meyerson, M. J.(1999)。Validating the efficacy-based change model。Teaching and Teacher Education，15(5)，471-485。  new window
7.Wheatley, K. F.(2000)。Positive teacher efficacy as an obstacle to educational reform。Journal of Research and Development in Education，34(1)，14-27。  new window
8.Wheatley, K, F.(2002)。The potential benefits of teacher efficacy doubts for educational reform。Teaching and Teacher Education，18，5-22。  new window
9.Woodbury, S.、Gess-Newsome, J.(2002)。Overcoming the paradox of change without difference: A model of change in the Arena of Fundamental School Reform。Educational Policy，16(5)，763-782。  new window
10.Raudenbush, S. W.、Rowan, B.、Cheong, Y. F.(1992)。Contextual effects on the self-perceived efficacy of high school teachers。Sociology of Education，65(2)，150-167。  new window
11.孫志麟(20030400)。教師自我效能的概念與測量。教育心理學報，34(2)，139-156。new window  延伸查詢new window
12.Ashton, Patricia T.(1984)。Teacher Efficacy: A Motivational Paradigm for Effective Teacher Education。Journal of Teacher Education，35(5)，28-32。  new window
13.Woolfolk, Anita E.、Rosoff, Barbara、Hoy, Wayne K.(1990)。Teachers' Sense of Efficacy and Their Beliefs about Managing Students。Teaching & Teacher Education，6(2)，137-148。  new window
14.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
15.Gibson, Sherri D.、Dembo, Myron H.(1984)。Teacher Efficacy: A Construct Validation。Journal of Educational Psychology，76(4)，569-582。  new window
16.Hoy, W. K.、Woolfolk, A. E.(1993)。Teachers' Sense of Efficacy and the Organizational Health of Schools。The Elementary School Journal，93(4)，355-372。  new window
17.Bandura, Albert(1977)。Self-efficacy: Toward a unifying theory of behavioral change。Psychological Review，84(2)，191-215。  new window
18.孫志麟(20010900)。教師自我效能與教學行為的關係--實徵取向的分析。國立臺北師範學院學報，14，109+111-140。new window  延伸查詢new window
19.Tschannen-Moran, Megan、Woolfolk Hoy, Anita、Hoy, Wayne K.(1998)。Teacher efficacy: Its meaning and measure。Review of Educational Research，68(2)，202-248。  new window
學位論文
1.Khmelkov, V. T.(2000)。Developing professionalism: Effects of school workplace organization on novice teachers' sense of responsibility and efficacy(博士論文)。University of Notre Dame。  new window
2.李彗碧(1998)。學校情境因素與教師效能感關係之研究--以國中教師為例(碩士論文)。國立成功大學。  延伸查詢new window
3.李幸(2001)。國民中學學習型組織、教師自我效能與學校效能關係之研究(碩士論文)。國立高雄師範大學。  延伸查詢new window
4.潘文忠(1993)。國民中學組織結構類型與教師士氣關係之研究(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
5.王受榮(1992)。我國國民中小學教師效能感及其影響因素之研究(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.鄭世仁(1999)。教育社會學導論。台北：五南圖書出版公司。  延伸查詢new window
2.Crowson, R. L.、Boyd, W. L.(1996)。The politics of education and the new institutionalism: Reinventing the American school。London：The Falmer Press。  new window
3.Maddux, J. E.(1995)。Self-efficacy, adaptation and adjustment: Theory, research, and application。New York：Plenum Press。  new window
4.林生傳(1996)。教育社會學。高雄市：復文圖書有限公司。  延伸查詢new window
5.陳奎熹(1997)。現代教育社會學。台北：師大書苑。  延伸查詢new window
6.Hanson, E. M.(1996)。The school as a Bureaucratic Organization. Educational Administration and organizational behavior。Boston：Allyn and Bacon。  new window
7.吳清山(1992)。學校效能研究。五南圖書出版股份有限公司。new window  延伸查詢new window
8.吳康寧(1998)。教育社會學。高雄市：復文圖書出版社。  延伸查詢new window
9.黃昆輝(1988)。教育行政學。東華。  延伸查詢new window
10.吳清山(1996)。學校行政。心理出版社。  延伸查詢new window
11.秦夢群(1997)。教育行政：理論部分。臺北市：五南圖書出版股份有限公司。  延伸查詢new window
12.Ashton, Patricia T.、Webb, Rodman B.(1986)。Making a Difference: Teachers' Sense of Efficacy and Student Achievement。Longman。  new window
13.Hoy, Wayne K.、Miskel, Cecil G.(2001)。Educational Administration: Theory, Research, and Practice。McGraw-Hill。  new window
14.Bandura, A.、Wessels, S.(1997)。Self-efficacy: The exercise of self-control。New York：Freeman。  new window
15.Mowday, R. T.、Porter, L. W.、Steers, R. M.(1982)。Employee-Organization Linkages--The Psychology of Commitment, Absenteeism, and Turnover。New York：Academic Press。  new window
單篇論文
1.Goldring, E. B.，Ogwa, R.(2002)。Private practice teachers in public schools: Reexamining tensions between professionalism and bureaucratic control(ED467035)。  new window
2.Reames, E. H.，Spencer, W. A.(1998)。The relationship between middle school culture and teacher efficacy and commitments(ED428441)。  new window
3.Shahid, J.，Thompson, D.(2001)。Teacher efficacy: A research synthesis(ED453170)。  new window
4.Sofford, S. A.(1995)。Teachers' sense of efficacy and social systems dimensions of school climates(AAT9717090)。  new window
5.Moore, W. P.，Esselman, M. E.(1994)。Exploring the context of teacher efficacy: The role of achievement and climate(ED 370919)。  new window
其他
1.Hartman, K. J.(1996)。Middle school culture and teacher efficacy: An examination of relationships in two professional development schools(AAT97-05291)。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
無相關點閱
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：1271（臺灣：1259，外國：12） ／ 本年度總使用人次：1586744 ／ 訪客人次（自102年09月）：67406141
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上