臺北市立國民中學自然與生活科技領域教師創意教學自我效能感與創意教學行為之關係研究

A Study of Relationship between Self-Efficacy of Creative Teaching and Creative Teaching Behaviors for Teachers in the Science and Technology Domain in Taipei Municipal Junior High Schools

羅珮芸(Pei-Yun Lo)

指導教授 ： 張仁家

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2011年)

摘要

本研究旨在探討臺北市立國民中學自然與生活科技領域教師之創意教學自我效能感與創意教學行為之關係研究。根據研究目的，本研究採用問卷調查，首先透過文獻探討並建立研究架構，據以發展「學校資源量表」、「創意教學自我效能感量表」及「創意教學行為量表」做為研究工具，針對99學年度臺北市立國民中學自然與生活科技領域教師進行問卷施測，以分層比例抽樣的方式，抽取468位教師為調查對象，回收有效問卷388份，有效回收率為82.9%。正式問卷回收後分別以信度分析、因素分析、描述性統計、t考驗、單因子變異數分析、皮爾森績差相關以及階層迴歸分析等統計方法進行資料處理，獲得以下結論：
一、臺北市立國民中學自然與生活科技領域教師，其創意教學自我效能感整體及各構面表現達較高程度，其中以「自我肯定」最佳。
二、臺北市立國民中學自然與生活科技領域教師，其創意教學行為整體及各構面表現達較高程度，其中以「創意形成」最佳。
三、不同背景變項之臺北市立國民中學自然與生活科技領域教師的創意教學自我效能感及創意教學行為多數有顯著差異。
四、學校資源對臺北市立國民中學自然與生活科技領域教師之創意教學自我效能感有顯著正向影響。
五、學校資源對臺北市立國民中學自然與生活科技領域教師之創意教學行為有顯著正向影響。
六、臺北市立國民中學自然與生活科技領域教師之創意教學自我效能感對創意教學行為有顯著正向影響。
七、在臺北市立國民中學自然與生活科技領域教師的創意教學自我效能感與創意教學行為關係中，學校資源不具有調節效果。
依據研究之主要發現與結論，研究者提出具體建議，以供老師、學校以及未來研究者進一步研究之參考。

關鍵字

創意教學 ； 創意教學自我效能感 ； 自然與生活科技領域

並列摘要

The study aimed to investigate self-efficacy of creative teaching and creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools. Based on the objectives, the study used the questionnaire survey. By the result of literature discussion, the study established the research construction first; the instrumentation contained “the questionnaire of school resources”, “the questionnaire of self-efficacy of creative teaching”, “the questionnaire of creative teaching behaviors.” The objects were teachers in the science and technology domain in Taipei municipal junior high schools in 2010. 468 teachers were stratified and randomly selected. 388 copies of questionnaire issued were returned and the effective return ratio was 82.9%. The data was analyzed by statistical methods of reliability analysis, factor analysis, descriptive statistics, t-test, one–way ANOVA, Pearson’s product-moment correlation and multiple regression analysis.
The major findings are as follows:
1.The performance of self-efficacy of creative teaching for teachers in the science and technology domain in Taipei municipal junior high schools is in the higher level as a whole and in every perspective; and “the self-recognition” is in the top level.
2.The performance of creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools is in the higher level as a whole and in every perspective; “the formation of creativity” is in the top level.
3.Self-efficacy of creative teaching and creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools make significant differences in the majority in terms of different background elements.
4.School resources have significantly positive influence on self-efficacy of creative teaching for teachers in the science and technology domain in Taipei municipal junior high schools.
5.School resources have significantly positive influence on the creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools.
6.The self-efficacy of creative teaching for teachers has significantly positive influence on the creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools.
7.School resources have no adjustable effect on the relationship between self-efficacy of creative teaching and creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools.
According to the major findings and conclusions, suggestions for teachers, schools, as well as future studies are provided at the study.

並列關鍵字

creative teaching ； self-efficacy of creative teaching ； Science and Tchnology Domain

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