高雄市國中英語教師自我導向學習傾向與教學自我效能關係之研究

The Study on the Relationship between Self-directed Learning Readiness and Teaching Self-efficacy of Junior High School English Teachers in Kaohsiung City

邱意鈞(Yi-Chun Chiu)

指導教授 ： 胡夢鯨

國立中正大學/教育學院/教學專業發展數位學習碩士在職專班/碩士(2015年)

摘要

本研究旨在了解高雄市國中英語教師自我導向學習傾向與教學自我效能之現況，分析不同背景變項的高雄市國中英語教師在自我導向學習傾向與教學自我效能之差異情形，最後分析探討自我導向學習傾向與教學自我效能的關係。
為達研究目的，以文獻理論為基礎，編製「高雄市國中英語教師自我導向學習傾向與教學自我效能調查問卷」，並採問卷調查法，以高雄市國中英語教師為研究對象，依各類學校規模比例分為三級，採分層叢集取樣方式，抽選46所學校、493位英語教師，共回收有效問卷441份，可用率達89％。再經統計方法分析歸納，獲得以下五點結論：
一、高雄市國中英語教師自我導向學習傾向之現況良好，其中以「喜愛學習」表現最好；依序為「學習動機」、「獨立學習」，相較而言，「效率學習」表現略差。
二、高雄市國中英語教師教學自我效能之現況良好，其中以「教學計劃與準備」表現最好；依序為「靈活的教學策略」、「良好的班級氣氛」、「適宜的學習評量」，相較而言，「抗衡環境」則待加強。
三、男性或研究所畢業或服務年資1-5年或兼任行政或學校規模「24-48班」之高雄市國中英語教師，有較高的自我導向學習傾向。
四、男性或服務年資1-5年或21年以上或兼任行政之高雄市國中英語教師，有較高的教學自我效能。
五、高雄市國中英語教師的自我導向學習傾向與教學自我效能有顯著正相關。
綜合上述研究發現與結論，研究者於第五章提出相關建議，以供教育主管機關、學校行政與教師以及未來研究之參考。
一、對教育主管機關
1.激勵教師發揮「喜愛學習」的特質，舉辦英語相關的研習活動
2.整合簡化線上研習系統
3.聘請兼任行政之英語教師擔任擔任研習講師或輔導團員
4.提高專任輔導教師的員額
二、對學校行政
1.加強各處室的行政支援與協助
2.建立職務輪替制度
3.建構學習成長的學校氛圍，同時支援教師個人之學位進修
4.提供正式與非正式的活動來促進教師人際互動
三、對英語教師
1.培養自我導向學習的能力
2.年輕與資深教師應互相交流學習
3.彈性變動職務工作，積極掌握教育趨勢
4.落實性別平權觀念
四、對未來研究
1.擴大研究對象
2.加入研究變項
3.採用其它研究方法
關鍵字：高雄市國中英語教師、自我導向學習傾向、教學自我效能

關鍵字

自我導向學習傾向 ； 高雄市國中英語教師 ； 教學自我效能

並列摘要

The purpose of the study is to investigate the current conditions of Kaohsiung junior high school English teachers' self-directed learning readiness and teaching self-efficacy. The study aims to analyze the differences between Kaohsiung junior high school English teachers' self-directed learning readiness and teaching self-efficacy, caused by different background factors. At last, this research aims to explore the relationship between teachers' self-directed learning readiness and teaching self-efficacy.
To achieve the purposes mentioned above, the revelent literature was analyzed as the base on the questionnaire, "The Questionnaire on Self-directed Learning Readiness and Teaching Self-efficacy for Junior High School English Teachers in Kaohsiung City." The survey method was used for data collection and the junior high school English teachers in Kaohsiung city were chosen as samples. According to the ratio of the school sizes, all the schools in Kaohsiung City were divided into three parts to do cluster sampling. Therefore, 46 schools, 493 English teachers were sampled to fill out the questionnaires. A total of 441 valid questionnaires was returned. The effective sample feedback rate is 89％. After statistic analysis, five conclusions were drawn as the following:
1.Kaohsiung junior high school English teachers' self-directed learning readiness is above the
average, especially in "preference in learning." In sequence are "learning motivation" and
"independent in learning." Compared to this, "effectiveness in learning" is not good.
2.Kaohsiung junior high school English teachers' awareness on teaching self-efficacy is above
the average, especially in "teaching planning and preparation." In sequence are "flexible
teaching strategies", "cordial class atmosphere" and "proper learning evaluations."
Compared to this, "resistance to environment" is not good.
3.Kaohsiung junior high school English teachers who are male or have master degree or serve
for 1-5 years or work in the administration departments or serve in the schools with 24-48
classes will have higher self-directed learning readiness.
4.Kaohsiung junior high school English teachers who are male or serve for 1-5 years or serve
over 21 years or work in the administration departments will have higher awareness on
teaching self-efficacy.
5. There is a significant positive relationship between self-directed learning readiness and
teaching self-efficacy.
According to the findings and conclusions, suggestions were proposed to the education administration authority, the school administration, the teachers and the further study.
1. The suggestions to the education administration authority:
(1) Inspire teachers' potential of preference in learning and process English-related
workshops. (2) Simplify on-line workshps. (3) Appoint the school administratiors to the
instructors of the workshops or councilors. (4) Enhance the ratio of full-time students'
tutors.
2. The suggestions to the school administration:
(1) Strenghten the school administratiors' full cooperation and assistence. (2) Establish
the system of position exchanging. (3) Set up the school atmosphere of learning and
growing and support teachers' advanced studies. (4) Provide formal and informal
activities to promote teachers' social interaction.
3. The suggestions tothe teachers:
(1) Cultivate the ability of the self-directed learning. (2) Senior and junior teachers
exchange teaching experiences with each other. (3) Alternate positions flexibly to
understand the educational trend. (4) Carry out the concept of gender equality.
4. The suggestions tothe further study:
(1) Broaden the subjects of sample selected. (2) Investigate the relationship with other factors. (3) Use other research method.
Keyword: Kaohsiung junior high school English teachers, self-directed learning readiness,
teaching self-efficacy

並列關鍵字

self-directed learning readiness ； Kaohsiung junior high school English teachers ； teaching self-efficacy

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