國中體育教師自我概念、教學信念、教學成敗歸因及其教學自我效能線性結構關係之實徵研究

An Empirical Study of the Linear Structure Relationships among Self-Concepts, Teaching Beliefs, Attribution of Success and Failure in Teaching, and Teaching Self-Efficacy of Physical Education Teachers at Junior High Schools

蕭秋祺(Chiou-Chi Hsiau)

指導教授 ： 許義雄 ； 鄭志富

國立臺灣師範大學/運動與休閒學院/體育學系/博士(2011年)

摘要

本研究旨在透過問卷調查方式，探討國中體育教師的自我概念、教學信念、教學成敗歸因及其教學自我效能的現況、差異與關係，並檢證其線性結構模式之適配性。為達成研究目的，本研究乃透過文獻探討，建立理論基礎，並據以編製「國中體育教師自我概念、教學信念、教學成敗歸因與教學自我效能關係之調查問卷」。問卷調查對象係自全國各縣市國民中學中，以分層隨機取樣方式，抽取650位在職體育教師進行問卷施測，合計回收問卷592份，回收率91.01%，有效問卷571份，有效率96.45%。問卷調查所得資料經次數分配、平均數、標準差、單變量變異數分析、多變量變異數分析、積差相關分析、典型相關分析、多元迴歸分析、結構方程模式分析等統計處理及分析後，得到許多重要結論，包括：
（一）國中體育教師的自我概念和教學信念均傾向於進步取向，且普遍認為教師全心投入教學是教學成敗的關鍵，運氣是最不重要的原因。此外，國中體育教師普遍具有高度的教學自我效能感
（二）國中體育教師的自我概念、教學信念及教學自我效能因教師特質與教學環境的不同而略有差異，而教學成敗歸因則不因教師特質與教學環境的不同而有差異。
（三）國中體育教師的自我概念與其教學信念、教學自我效能之相關性高，而與教學成敗歸因之相關性甚低。
（四）國中體育教師的教學信念與教學自我效能關係密切，而教學信念與教學成敗歸因有關係，但相關性不高。
（五）國中體育教師的教學成敗歸因之內在因素與教學自我效能較具相關性。
（六）自我概念、教學信念與教學成敗歸因對整體教學自我效能、個人教學效能及一般教學效能均具有預測力
（七）本研究所建立之國中體育教師自我概念、教學信念、教學成功歸因與教學自我效能之線性結構關係模式，適配度佳，變項間具線性結構關係。
針對上述結論，本研究對國中體育教師、教育行政機關及學校當局等提出如下具體建議：
（一）教師應時時自省並修正自我概念和教學信念，以提升教學自我效能。
（二）年輕教師和資淺教師宜向年長教師和資深教師請益。
（三）舉辦各項在職進修與研習，提供體育教師專業支持體系。
（四）建立偏遠和小型學校校際合作機制，平衡城鄉差距。
（五）關注教師成敗歸因方式，並提供適宜輔導。

關鍵字

國中體育教師 ； 自我概念 ； 教學信念 ； 教學成敗歸因 ； 教學自我效能 ； 結構方程模式

並列摘要

This study focused on the status quo, differences, and relationships among self-concepts, teaching beliefs, attribution of success and failure in teaching, and teaching self-efficacy of physical education teachers at junior high schools, and verifies the fit of their linear structural model. To serve the abovementioned purposes, this study compiled and produced the Questionnaire of the Relationships among Self-Concepts, Teaching Beliefs, Attributions of Success and Failure in Teaching, and Teaching Self-Efficacy of Physical Education Teachers at Junior High Schools by first conducting literature research and establishing a theoretic ground. The questionnaire survey was implemented with stratified random sampling among all junior high schools nationwide. 650 physical education teachers in active service were drawn and 592 questionnaire forms were retrieved at a response rate of 91.01%. A total of 571 questionnaire forms were valid, accounting for a valid response rate of 96.45%. The data extracted from the questionnaire were processed and analyzed with frequency distribution, mean calculation, standard deviation, ANOVA, MANOVA, product- moment correlation, canonical correlation analysis, multiple regression analysis, and structural equation modeling analysis. The important conclusions derived included:
(1)The self-concepts and teaching beliefs of physical education teachers at junior high schools were prone to progress orientation; the majority believed that the commitment to teaching was the key element to the success of teaching and that luck was the least important factor. In addition, most of the physical education teachers at junior high schools were highly aware of teaching self-efficacy.
(2)The self-concepts, teaching beliefs, and teaching self-efficacy of physical education teachers at junior high schools slightly varied with teacher characteristics and teaching environment, while the attributions of success and failure in teaching showed no influence from teacher characteristics and teaching environment.
(3)The self-concepts, teaching beliefs, and teaching self-efficacy of physical education teachers at junior high schools exhibited a high correlation, while a minimal correlation was observed between the self-concepts and attributions of success and failure in teaching.
(4)The teaching beliefs and teaching self-efficacy of physical education teachers at junior high schools were closely related, but teaching beliefs and attributions of success and failure in teaching were related at an insignificant level.
(5)The internal factors of attributions of success and failure in teaching of physical education teachers at junior high schools were comparatively more related to teaching self-efficacy;
(6)The self-concepts, teaching beliefs, and attributions of success and failure in teaching of physical education teachers at junior high schools had predictability on overall teaching self-efficacy, individual teaching efficacy, and general teaching efficacy.
(7)The linear structural relation model for self-concepts, teaching beliefs, attributions of success and failure in teaching, and teaching self-efficacy of physical education teachers at junior high schools created by this study has a good fit; the variables showed a linear structural relationship.
Based on the above conclusions, this study provides the following practical suggestions for physical education teachers at junior high schools, education administration agencies, and schools authorities:
(1)Teachers should constantly self-review and self-correct their concepts and teaching beliefs in order to enhance their teaching self-efficacy;
(2)It would be better for young and novice teachers to ask for advice from older and senior teachers;
(3)Sponsor all counts of on-the-job training and workshops and provide a professional support system for physical education teachers;
(4)Establish an inter-school collaboration mechanism for remote and small schools to balance the urban-rural difference; and
(5)Pay attention to the method used to determine the attributions of the teachers' success or failure and provide proper consultation.

並列關鍵字

physical education teachers at junior high schools ； self-concept ； teaching belief ； attribution of success and failure in teaching ； teaching self-efficacy ； structural equation modeling

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