國中教師健康對其班級經營與學生學習的影響與效益分析－多層次模式應用

本研究旨在探討新北市國中教師身體健康、心理健康與社會適應對其教學效能的影響。本研究採用SF-36健康量表與國中教師教學效能調查量表作為測量工具，研究樣本共有415位國中教師，藉由多層次分析進行資料分析。實證結果顯示，教師教學效能中，善用教學評量、良好學習氣氛、多元教學技巧、教學計畫與準備等構念之ICC值均小於0.059，可以不必考慮層性因素的影響，而班級經營管理、學生學習表現等需要多層次分析。班級經營管理構念上，教師個人心理健康表現愈佳，愈能在班級經營上有良好表現；而各校教師平均身體與心理健康亦有顯著正向效益。於學生學習表現構念上，心理健康是影響教學效能中學生學習表現之主要因素，學校層次之教師的身體健康與心理健康脈絡變數，亦產生跨校間的正向影響。教師心理健康因素，在個人與學校層次產生雙重作用。

關鍵字

多層次分析；身心健康；班級經營；學生學習；國中教師

並列摘要

This study aims to examine the impacts of physical health, mental health, and social adaptions of teachers in junior high schools of New Taipei City on their teaching efficacy. The SF-36 health survey and a survey on teaching efficacy of junior high school teachers were used as evaluation tools. The sample size was 415 junior high teachers, and the data were analyzed with multilevel modeling. The empirical results showed that the ICC values of dimensions, including: proper use of teaching assessments, good study atmosphere, multiple teaching techniques, and lesson planning and preparations, under the construct of teaching efficacy, were all less than 0.059. Therefore, the effects of level factors could be ignored. However, multilevel modeling was required to analyze class management and the learning performances of students. In terms of the constructs of class management, when teachers have better mental health, their class management performance is better. The average physical and mental health of a given school also have significant and positive effects on classroom management. Regarding the constructs of learning performances of students, mental health is a key determinant of the impact of teachers on the learning effectiveness of students. Physical health and mental health, as contextual variables at school level, also demonstrate positive effects across schools. Mental health is a factor that has dual effects on both individuals and school levels.