國民中學教師自我效能、幸福感與教師專業發展評鑑態度關係之研究—以桃園縣為例

A Study on Relationships among Junior High School Teachers’ Self-Efficacy, Well-Being and Attitude toward Teacher Professional Development Evaluation: Taoyuan County as an Example

徐宇瑩(Yu-Ying Hsu)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000267

摘要

本研究旨在探討桃園縣國中教師自我效能、幸福感與教師專業發展評鑑態度
的現況，並分析不同背景變項之差異、相關及預測情形。本研究以桃園縣公立國
中教師為研究母群，分層抽取40所學校，600位教師為研究樣本，以「教師自我
效能問卷」、「教師幸福感問卷」與「教師專業發展評鑑態度問卷」為研究工具實
施調查研究。問卷共回收572份，有效問卷為557份，有效率為92.8%。問卷回收
後分別以描述統計、單因子變異數分析、皮爾遜積差相關、典型相關以及多元迴
歸進行資料分析。歸納本研究結果如下：
一、桃園縣國中教師自我效能、幸福感及教師專業發展評鑑態度之現況屬中上程
度。
二、不同婚姻狀態、任教年資及職務之桃園縣國中教師其自我效能有顯著差異。
三、不同婚姻狀態、職務及最高學歷之桃園縣國中教師其幸福感有顯著差異。
四、不同職務之桃園縣國中教師其對專業發展評鑑態度有顯著差異。
五、桃園縣國中教師自我效能與幸福感、教師自我效能與教師專業發展評鑑態度
以及教師幸福感與教師專業發展評鑑態度之間具有顯著正相關。
六、教師自我效能與幸福感各層面中以「工作成就」對於整體評鑑態度最具預測
效果，其次為「樂觀表現」、「一般教學效能」與「身心健康」。
根據上述所得之結果，本研究提出對教育行政機關、學校、教師及未來研究
之建議。

關鍵字

教師專業發展評鑑 ； 教師自我效能 ； 幸福感

並列摘要

The purpose of this study is to explore the current situation of junior high school
teachers’ self-efficacy, well-being and attitude toward teacher professional
development evaluation and most importantly, the relation among them. The
methodology of this study is mainly a questionnaire survey. The questionnaires were
constructed by three subscales: teacher’s self-efficacy, well-being and attitude toward
teacher professional development. The questionnaires were sent to 600 teachers and
there were totally 572 questionnaires collected. The valid respondent rate was 92.8%.
The major findings are as the following:
1. The junior high school teachers scored over average on teachers’ self-efficacy. The
highest scores fell in “personal teaching efficacy” and the lowest scores were in
“general teaching efficacy.”
2. The junior high school teachers scored over average on teachers’ well-being. The
highest scores fell in “physical and mental health” and the lowest scores were in
“job achievement.”
3. The junior high school teachers scored over average on attitude toward teacher
professional development evaluation. The highest scores fell in “the content of the
evaluation” and the lowest scores were in “the way of the evaluation.”
4. There were significant differences in teachers’ self-efficacy in terms of marriage
condition, serving years and position.
5. There were significant differences in teachers’ well-being in terms of marriage
condition, position and level of education.
6. There were significant differences in teachers’ attitude toward professional
development education in terms of position.
7. There were positive correlations between teachers’ self-efficacy and well-being.
8. There were positive correlations between teachers’ self-efficacy and attitude
toward professional development evaluation.
9. There were positive correlations between teachers’ well-being and attitude toward
professional development evaluation.
10. Among all the aspects of self-efficacy and well-being, “job achievement” effected
teachers’ attitude toward professional development evaluation the most.
Finally, according to the findings above, suggestions were given to the
educational administrations, schools, teachers and future research.

並列關鍵字

teachers’ professional development evaluation ； teacher’s self-efficacy ； well-being

參考文獻

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