臺北市立國民中學數學領域教師教學自我效能感之研究

A Study on Teaching Self-efficacies of Junior High School Mathematics Teachers in Taipei

張文良(Wen-Lang Chang)

指導教授 ： 林俊彥

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2005年)

https://doi.org/10.6841/NTUT.2005.00277

摘要

本研究旨在探討臺北市立國民中學數學領域教師教學自我效能感的現況，並探討臺北市立國民中學數學領域教師個人背景變項、學校背景變項在教學自我效能感的差異情形。
本研究方法包括文獻分析、問卷調查法進行研究。研究對象以分層隨機抽樣，抽取24所臺北市公立國民中學240位教師作為樣本。其中有效樣本234人，可用回收率95.8％，調查所得的資料以SPSS10.0版的電腦統計套裝軟體進行描述性統計之平均數及標準差、獨立樣本t考驗、單因子變異數分析及雪費法（Scheff’s methed）事後比較等統計方法處理。
歸納本研究之研究發現，結論如下：
ㄧ、臺北市立國民中學數學領域教師的教學自我效能感屬於中等程度。
二、臺北市立國民中學數學領域教師在「教學結果的預期」比「教學效能的預期」
強。
三、由訊息來源分析，以學生的反應最能強化臺北市立國民中學數學領域教師教
學自我效能感。此外，任教在雙班以上的老師較只教單班級的老師更容易接
收到來自學生的意見反應
四、臺北市立國民中學數學領域教師，在不同個人背景變項中，「資深教師」及
「專任數學教師」擁有較高的教學自我效能感。
五、校齡在41年以上的學校的臺北市立國民中學數學領域教師對於教學效能的
預期，顯著低於校齡較少的數學教師
六、臺北市立國民中學數學領域教師在面對「上課時數的改變」、「同領域同事
的班級數學成績比較」及「面對教材教學該教到什麼深度」等題項，教學自
我效能感比較低。
最後，根據研究結果對教師個人、學校、教育行政機關及後續研究提出建議，以作為提昇教師效能感之參考。

關鍵字

教學自我效能感 ； 國民中學數學領域教師 ； 效能預期 ； 結果預期

並列摘要

The purpose of this study was to investigate the teaching self-efficacies of junior high school mathematics subject teachers in Taipei City, and to explore the differences of the teacher’s personal and school factors on the teaching self-efficacies in junior high schools..
The investigation were based on literary analysis and questionnaire survey .Through stratified random sampling, the subjects including 240 teachers from 24 public junior high school in Taipei City, were selected. Questionnaire were administered to the selected subjects among returned questionnaires, 234 were valid, with a 95.8% valid percentage. the quantitative data obtained were analyzed by the computer program SPSS for window 10.0.　The result was analyzed as the descriptive statistics (Mean & Standard Deviation), independent samples t-test, one-way ANOVA and Scheff’s method.
The conclusions were as following:
1. In Taipei City, the teaching self-efficacies for junior high school mathematics subject teachers was above average.
2. The junior high school mathematics subject teachers in Taipei City had better outcome expectations rather than efficacy expectation.
3. “Student” is an important informational source for whose math teachers with better teaching self-efficacies. And From “ the total hours of taking courses ”, teachers that had more than one class were better than those teachers had just one classes.
4. The junior high school mathematics subject teachers in Taipei City had better teaching self-efficacies in “experienced teachers” and ” private teachers” for personal factors.
5. For efficacy expectation in teaching, the teaching self-efficacies of junior high schools mathematics subject teachers in Taipei City were significant differences in founding years of schools.
6. The junior high school mathematics subject teachers in Taipei City had lower teaching self-efficacies in “fewer lecture hours”, “By comparing the results of test with the difference classrooms” and “the teaching degree of the textbooks”.

並列關鍵字

Teaching Self-efficacies ； junior high school mathematics teachers ； efficacy expectations ； outcome expectations

參考文獻

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