- 學位論文
焦點解決諮詢對高中教師自我效能之效果研究
The Effects of Solution-Focused Consultant on Teacher Efficacy of High School Teachers
摘要
本研究旨在探討焦點解決諮詢對教師自我效能之立即與追蹤輔導效果，以量化研究為主，採準實驗研究法，研究對象為台北市某公立高中教師12位教師，隨機分組，分為實驗組及控制組，兩組各6位參與者。實驗組接受每週一次，一次約50分鐘，共三至四次焦點解決諮詢，控制組則於研究期間無接受任何諮詢處理。本研究採用「教師自我效能量表」作為研究工具，實驗組與控制組於實驗介入前、實驗介入結束及實驗介入結束後6—8週分別進行「教師自我效能量表」施測，並於實驗介入結束後簡短訪談蒐集實驗組參與諮詢之心得。資料處理階段，以單因子變異數分析及二因子混合設計變異數分析進行本研究中實驗組與控制組在諮詢介入前後及追蹤階段與前測的分數差異比較，了解實驗組受試者在經過焦點解決諮詢後的成效。研究結果如下： 第一，經焦點解決諮詢後，對於高中教師在教師自我效能之教學創新向度，具立即效果。第二，經焦點解決諮詢六到八週，對於高中教師之整體教師自我效能，具追蹤效果。第三，經焦點解決諮詢六到八週，對於高中教師在教師自我效能之班級經營向度，具追蹤效果。第四，經焦點解決諮詢六到八週，對於高中教師在教師自我效能之親師溝通向度，具追蹤效果。 最後，本研究針對研究結果，提出焦點解決諮詢對教師自我效能的影響結果提出討論，並對實務與未來研究方向提出建議，以供參考。
並列摘要
The purpose of this study was to examine the immediate and follow-up effects of solution-focused consultation on teacher efficacy. The method of this study was quasi-experimental. Participants of this study included twelve teachers from Taipei public high school, randomly assigned into the experimental and control groups with 6 participants each. The experimental group received an approximate 50 minutes solution-focused consultation once a week, for a total of 3 to 4 times; while the control group did not receive the experimental intervention. All participants completed the Problem-solving Attitude Inventory (PSAI) before, after, and one month after the experimental group’s SFBC sessions. The effects of solution-focused consultation were evaluated by using the “Teacher Efficacy Scale” and were collected before the consultation, right after the consultation, and six to eight weeks after the consultation. A brief interview for each participant was conducted after the consultation, to better understand the participants’ thoughts in the experimental group. The quantitative data were analyzed via the one-way analysis of variance (one-way ANOVA) and the mixed design of two-way ANOVA, to investigate the differences in teacher efficacy between the experimental and the control groups before the consultation, right after the consultation, and six to eight weeks after the consultation, in order to examine effect of the solution-focused consultation. Results were as follows: Firstly, solution-focused consultation greatly enhanced high school teachers’ innovation in instructional strategies, which is one aspect of teacher efficacy. Secondly, the follow up effects of solution-focused consultation still existed in overall teacher efficacy six to eight weeks later. Thirdly, significant effects of solution-focused consultation on high school teachers’ classroom management, which is one aspect of teacher efficacy, could be observed even six to eight weeks later. Forthly, significant effects of solution-focused consultation on high school teachers’ parent-teacher communication, which is one aspect of teacher efficacy, could be observed even six to eight weeks later. Based on the findings in the research, the effects of solution-focused consultation on teacher efficacy were discussed. The researcher further provided some suggestions to practitioners and future studies.
參考文獻
延伸閱讀
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