國中教師社會情緒能力與教師自我效能關係之研究

本研究旨在探究國民中學教師社會情緒能力與教師自我效能之現況，並比較不同背景變項之國中教師社會情緒能力、教師自我效能的差異情形，以及分析國中教師社會情緒能力對教師自我效能的預測效果。研究主要採問卷調查法，以中彰投地區之國民中學教師為研究對象。研究結果發現，國中教師社會情緒能力整體達中上程度，並以「自我覺察」構面得分最高，而國中教師自我效能表現整體也呈現中上程度。其中國中教師社會情緒能力會因縣市別、年齡、身分別、教學年資、以及是否曾參加與社會情緒主題相關進修研習課程的不同而有所差異；而國中教師自我效能會因縣市別、現任職務、身分別、教學年資、主要任教科別、以及是否曾參加相關進修研習課程的不同而有所差異。此外，研究亦發現國中教師社會情緒能力能正向預測教師自我效能，其中以「明智抉擇」之預測效果最佳。最後本研究建議學校教師1.需詳實記錄教學歷程與課程省思，以利教師發展「明智抉擇」之能力、2.發展教師自我調節的主動性，並賦能教師自我激勵的技巧與培力思維、3.透過自我訓練以增加教師人際技巧之能力、4.調適自身心境，以終為始發展教師正向且積極主動之態度及5.以動態評量之方式整合對學生動機態度、投入表現與學習成果之評估。學校行政單位方面，1.加強教師專業社群運作，打造學習型組織、2.辦理社會情緒能力與強化學生學習投入主題相關的研習活動及3.發展教師社會情緒能力指標能力架構，以作為教師能力檢核機制。

關鍵字

國中教師；社會情緒能力；教師自我效能

並列摘要

The study aims to discover the relationship between social emotional competence and self-efficacy of junior high school teachers, also compare the differences under multiple backgrounds and variables. Furthermore, this study also analyzes the predictability of teachers’ self-efficacy with their social emotional competence. The study adopted questionnaire survey method and the participants were junior high school teachers in Taichung, Changhua and Nantou regional area. The results revealed that social emotional competence and self-efficacy of teachers in junior high school are both in medium-high level, and ‘self-awareness’ rated higher than other aspects. Social emotional competence and self-efficacy could also be varied with different teachers’ backgrounds. In addition, the study also discovered that self-efficacy of junior high school teachers can be positively predicted by their social emotional competence, and the predictability of ‘responsible decision-making’ is highest. This study recommends school teachers record their teaching process and curriculum reflection in details to develop the ability of “making responsible decision”. Teachers can take the initiative to develop self-regulation and empower self-motivation. By self-training, they can increase their relationship skills. Adjusting their mindset can help to develop positive and active attitude. This study also suggests that teachers can evaluate students’ intention, attitude, efforts and performance by dynamic assessments. For school administrative unit, the results showed that enhance the operation between teachers' professional communities can help creating learning organization. Schools can hold some courses about social emotional competence and students’ learning engagement. Furthermore, schools can construct indicators framework of teachers' social emotional competence to take it as teacher's ability assessment mechanism.