教師自我效能、教師工作投入與學生學習動機關係之研究

本研究旨在探討教師自我效能、教師工作投入與學生學習動機的關係。本研究採文獻分析及問卷調查法。研究對象採隨機抽樣，抽取桃園市公立國小共161名教師、學生805人，其中有效樣本為教師有效問卷130份，學生有效問卷650份，可用率為80.75％。調查資料以SPSS進行描述性統計分析、單因子變異數分析ANOVA、相關分析、迴歸分析、層級迴歸分析、sobel test。研究結果發現：1.教師自我效能與教師工作投入間呈現顯著的正向關係；2.教師工作投入程度與學生學習動機之間呈現顯著的正向關係；3.教師自我效能與學生學習動機間呈現顯著的正向關係；4.教師工作投入對教師自我效能與學生學習動機呈現部分中介效果。基於上述的研究結果，本研究提出以下管理意涵：1.教師應想辦法提高自我效能，藉此提高工作投入，並增加學生學習動機。

關鍵字

教師自我效能；教師工作投入；學生學習動機

並列摘要

This study was aimed to explore the relationship between the learning motivation of the students, teacher self-efficacy and teacher work engagement. In this study, the researcher used "literature analysis" and "questionnaire.” The target samples of this study were 161 teachers and 805 students from public elementary schools in Taoyuan city. The subjects in this study were selected randomly. There were 130 effective questionnaires returned from teachers and 650 from students. The valid return rate was 80.75%. The statistical technique was descriptive statistical analysis, one way analysis of variance, analysis of correlation, regression analysis, hierarchical regression, and sobel test. The research findings are divided into four parts. 1. Teacher self-efficacy and teacher work engagement showed significant positive correlation. 2. Teacher work engagement and learning motivationof students showed significant positive correlation.3. Teacher self-efficacy and learning motivation of students showed significant positive correlation. 4. Teacher work engagement. effects both teacher self-efficacy and learning motivation of students. This research, based on my results, points out the over-riding principle that teachers should first increase self-efficacy, so that work engagement increases, and an increase in student learning motivation follows.