高職「餐旅英文與會話」課程教師教學意願之研究： 計畫行為理論整合自我效能觀點

Intentions in teaching Hospitality English and Conversation: An application of the theory of planned behavior and self-efficacy

何糧朱(LiangI -Chu Ho)

指導教授 ： 楊仁德

國立高雄餐旅大學/餐旅學院/餐旅管理研究所在職專班/碩士(2012年)

https://doi.org/10.6825/NKUHT.2012.00014

摘要

本研究旨在以計畫行為理論整合自我效能觀點，探討高職「餐旅英文與會話」課程教師之教學意願。針對全台灣設有高職餐旅群科之135所公私立高中職學校，抽取55所學校之餐旅群科教師及英文教師為研究對象。採用計畫行為理論、一般自我效能與教師自我效能量表，編製本研究問卷進行調查，調查對象為餐旅群教師及英文科教師各發出250份問卷，共發出500份問卷，回收412份問卷，其中有效問卷共400份，有效問卷回收率80％。所獲取資料以SPSS12.0統計分析軟體進行(1)敘述性統計分析；(2)信度分析；(3)獨立樣本t檢定；(4)多元迴歸分析，並比較二類教師迴歸係數是否顯著差異；(5)徑路分析比較兩類教師之差異；(6)階層迴歸檢驗一般自我效能與教師自我效能的干擾效果。研究結果發現，英文科教師的授課意願較餐旅群科教師高，並且兩類教師對餐旅英文會話課程的授課意願，與態度、主觀規範及知覺行為控制具有正向相關，其中以知覺行為控制影響最大，主觀規範影響次之，態度影響最小。而一般自我效能與教師自我效能對態度、主觀規範、知覺行為控制對行為意向的影響均未達顯著。

關鍵字

餐旅英文與會話課程 ； 計畫行為理論 ； 一般自我效能 ； 教師自我效能

並列摘要

Based on an integrated model of theory of planned behavior andself-efficacy, this study was to explore the teaching willingness among teachers of Hospitality English and Conversation at vocational schools. Teachers of Hospitality and of English were the target group and 55 out of 135 public/private vocational schools in Taiwan were sampled. By adopting the theory of planned behavior, general self-efficacy scale and teacher self-efficacy scale, a questionnaire was compiled for this study. Both targeted groups received 250 questionnaires respectively. There were 412 questionnaire responses and 400 of them were valid. The recovery rate was 80%. SPSS 12.0 statistical analysis software consisted of descriptive statistics, reliability analysis, independent samples t test, the multiple regression analysis to test for significant difference between two regression models, and hierarchical regression to see the interference effects of general self-efficacy and teacher self-efficacy. The valid survey results are analyzed and the findings show that, first, the teaching willingness of English teachers is higher than that of hospitality teachers. Second, teaching willingness has a positive impact on attitude, subjective norm, perceived behavioral control; among those three antecedents, perceived behavioral control is the most influential and attitude the least. Third, both general self-efficacy and teacher self-efficacy are not significant in behavioral intentions affected by attitude, subjective norm and perceived behavioral control.

並列關鍵字

Hospitality English and Conversation ； Theory of Planned Behavior ； Self - Efficacy.

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