高中教師教學集體效能量表之編製與建構效度研究

雖然教師教學集體效能對於教育實務具有相當的重要性，但是這個概念結構於國內較少於高中教師樣本獲得實徵性的探究，本研究將利用文獻分析，發展高中教師教學集體效能評量工具，進而驗證量表之信效度，做為提升學校效能之參考。本研究以291名台灣高中教師為對象，以結構方程模式（Structural Equation Modeling, SEM）方法，驗證在教師集體效能中「教學集體效能」、「管教與激勵學生」等二個潛在變項及7個觀察指標所組成的模式，是否具有穩定性。研究結果顯示，本研究所建構之模式以驗證式因素分析（變項間存在相關）的配適度理想，且觀察資料的模式適配度呈現良好結果。最後，本研究進行討論並對未來研究提出相關建議。

關鍵字

教師教學集體效能；建構效度；驗證式因素分析

並列摘要

Although collective teacher efficacy was considered important to educational practice, this conceptual structure has less empirical inquiry in Taiwan high school teachers. This study used literature analysis to develop high school teacher' collective efficacy scale, and verify the reliability and validity of this scale for the reference of the enhancing school effectiveness. There were 291 high school teachers participating in this study, and the method of Structural Equation Modeling (SEM) was used in order to examine the stability of the model in this study. The study found that: (a) two latent variables containing ”collective teacher efficacy” and ”discipline and motivating students”; (b) seven observation indicators. The results of this study showed that the first order confirmatory factor analysis that the correlation between latent variables was significant and had the best goodness of fit. In addition, the goodness of fit of the observation data also revealed good. Finally, the research results are discussed and recommendations for future research are made.