教師自我效能對八年級學生數學學習成就的影響--以五國/地區的TIMSS資料庫為例

本研究使用TIMSS 2011資料庫，從教師自我效能理論出發，探討新加坡、韓國、香港、日本及台灣等亞洲五個國家/地區教師數學教學自信與教學準備對八年級學生數學學業成就的影響。為驗證「教師的教學自信與教學準備有益於學業成就」的假設，本研究採用描述統計、t檢定和單因子變異數分析，探討亞洲五國/地區教師數學教學自信與教學準備的分布與差異，再使用階層迴歸分析探究教師自我效能對於學業成就的影響。　　　本研究主要發現為(一)教師的教學自信在亞洲五國/地區有差異，但對其學業成就的影響，隨不同國家/地區差異不大;(二)教師的教學準備在亞洲五國/地區有差異，但對其學業成就的影響，隨不同國家/地區差異不大;(三)觀察在亞洲五國/地區教師與學業成就的關聯，可從得知教師自我效能理論的成立。　　　對未來研究的建議為(一)教學自信與教學準備可能會導致教師自我效能失真，研究者可加以探討教師背景變項對教師自我效能與學業成就的關聯；(二)台灣的迴歸模式有停滯現象；研究者可進一步探討台灣數學教師的教師效能與學業成就的關聯。

關鍵字

TIMSS2011 ；教學自信；教學準備；學業成就

並列摘要

This research utilizes TIMSS 2011 International data files and it is based on the theory of teacher self-efficacy along with mathematics teaching confidence and teaching preparation to discuss the effects on 8th graders’ mathematics achievement in five areas, Singapore, Korea, Hong Kong, Japan and Taiwan. In order to prove the hypothesis of “Teacher’s teaching confidence and preparation is benefical towards mathematics achievement”, this research takes the descriptive statistics, t-test, and one-way ANOVA to study the distributions and differences of teacher’s teaching confidence and teaching preparation among five areas. Regression analysis is then used to study the effects of teacher self-eficacy on mathematics achievement. 　　　Major finding of this research are described as following: 1. There are differences in teacher’s teaching confidence among five areas but the effects on mathematics achievement are not so different according to each area. 2. There are differences in teacher’s teaching preparation among five areas but the effects on mathematics achievement are not so different according to each area. 3. The correlation between teachers and math achievement among the five Asian areas hass been observed.Therefore‚ the teacher self-efficacy theory is positive. The suggestions for future researches are: 1. Teaching confidence and teaching preparation may distort the effects of the teacher self-efficacy.The researchers may future study the correlation between the teacher self- efficacy and the math achievement with the variation of teacher’s background. 2. The progress of the regression models in Taiwan has come to a halt.The researchers may further study the correlation between Taiwanese teacher effectiveness and mathematic achievement.