課後照顧教師自我效能與教學承諾影響班級經營效能之研究

The Effects of Teacher Self-Efficacy and Teaching Commitment on the Classroom Management Effectiveness for After-School Programs

曾榮祥(Jung-Hsiang Tseng)

《明新學報》 38卷1期 (2012/02) Pp. 205-223

https://doi.org/10.29688/MHJ.201202.0014

摘要

本研究目的旨在探討課後照顧教師自我效能與教學承諾對班級經營效能之影響，並針對所建構的模式進行配適度檢驗。採取調查研究法，針對桃竹苗地區公立國民小學課後照顧班（課後托育班）教師，自編問卷經信、效度檢驗後修訂為正式問卷，資料透過結構方程模式進行實證分析，研究結果發現：本研究所建構之課後照顧教師自我效能、教學承諾，以及班級經營效能之結構模式與實證資料間具有良好的配適度，課後照顧教師自我效能除了會直接影響其班級經營效能外，亦會透過教學承諾的中介作用而間接影響斑級經營效能；課後照顧教師教學承諾對於斑級經營效能亦具有直接影響力存在。最後，根據研究結果進行討論，並提出課後照顧教師自我效能與後續研究之相關建議。

關鍵字

課後照顧（課後托育） ； 教師自我效能 ； 教學承諾 ； 班級經營效能

並列摘要

In order to improve the performance of the after school programs, the classroom management effectiveness had become one of the most measurement indicators. In influencing these factors of classroom management effectiveness, the teacher self-efficacy and teaching commitment were more important. This research was to adopt such research approaches as survey research. This research would be to construct teacher self-efficacy and classroom management model for after-school programs. It was found that classroom management effectiveness could be influenced significantly by the after-school teacher self-efficacy and teaching commitment. The teaching commitment could be influenced significantly by the after-school teacher self-efficacy. Also, the teaching commitment had the significant mediated effects on after-school teacher self-efficacy and classroom management effectiveness. Finally, suggestions were to be offered to the after-school programs and after-school teachers.

並列關鍵字

after-school child care(after-school programs) ； teacher self-efficacy ； teaching commitment ； classroom management effectiveness

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