國小教師對性別平等教育的教學信念與教學效能之研究－以新竹縣為例

The Study of Elementary School Teachers' Teaching Belief and Teaching Efficiency in Gender Equity Education : The Case of Hsinchu County

謝秀霞(Hsiu-Hsia Hsieh)

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(2012年)

摘要

本研究旨在瞭解國小教師性別平等教育教學信念與教學效能的現況及不同背景教師在性別平等教育教學信念與教學效能的差異情形，並探究教學信念與教學效能之相關性，進而分析教學信念對教學效能是否有預測力。
本研究以國小教師為研究對象，透過研究者所編的「國小教師性別平等教育教學信念與教學效能調查問卷」為研究工具，並抽取新竹縣456 位教師進行問卷調查，回收有效問卷415 份。調查所得資料以電腦統計套裝軟體進行描述統計分析、t 考驗、單因子變異數分析、積差相關分析、逐步多元迴歸分析等統計方法處理，依據資料分析結果，獲得研究結論如下：

一、國小教師性別平等教育教學信念現況傾向積極正向，其中又以「師生關係」信念較強。
二、國小教師性別平等教育教學效能現況表現良好，其中又以「教學互動」效能較佳。
三、女性之國小教師其整體性別平等教育教學信念與「知識與課程」信念顯著高於男性之國小教師
四、女性之國小教師其性別平等教育「教學內容」效能顯著高於男性之國小教師。
五、級任教師與兼任行政工作之國小教師其性別平等教育「知識與課程」信念與「社區參與」信念顯著高於科任教師
六、國小級任教師其性別平等教育「教學內容」效能顯著高於科任教師
七、國小教師的性別平等教育教學信念愈高，其教學效能的表現愈好。
八、國小教師的性別平等教育教學信念能有效預測教學效能。

最後，根據研究發現提出具體建議，以供教育行政機關、學校行政單位、國小教師及未來研究之參考。
關鍵詞：國小教師、性別平等教育、教學信念、教學效能

關鍵字

國小教師 ； 性別平等教育 ； 教學信念 ； 教學校能

並列摘要

The purpose of this study was to investigate the current status of elementary school teachers’ teaching beliefs and teaching efficiency in the area of gender equity education and the differences of the teachers’ backgrounds on how those factors affect their beliefs and efficiency. In addition, to discuss the relationship between the two issues and to analyze the possibility of predicting teacher’s teaching beliefs based on their teaching efficiency.
This research collected and analyzed the data through the questionnaire. The title of the questionnaire is “The Gender Equity Education Teachers’ Teaching Beliefs and Efficiency of Elementary Teachers”. The research objects included 456 teachers in Hsinchu County and 415 valid questionnaires were retrieved and collected. The data is analyzed by statistic software of SPSS and collected from the surveys were treated and analyzed with descriptive statistics, t-test, one-way variance of analysis, Pearson’s product-moment method correlation method, and the regression analysis in multiple steps.
Based on the result of the analyzed data﹐conclusions is drawn as follows：
1. The status of elementary school teacher’s belief in gender equity education is tending to be aggressive and positive, especially in the beliefs of “teacher-student relationship”.
2. The performance of the elementary school teacher in gender equity education is pretty good, especially in the field of “interactive teaching”.
3. The beliefs in the main idea and “courses and knowledge” of gender equity education for female elementary school teachers are significantly higher than those for the male elementary school teachers.
4. The performance of female elementary school teachers in “course contents” of gender equity education is significantly higher than those of the male teachers.
5. The beliefs in “course and knowledge” and “community participation” of gender equity education for the homeroom teachers and teachers with administrative jobs are significantly higher than those for the subject teachers.
6. The performance of homeroom teachers in “course contents” of gender equity education is significantly higher than those of the subject teachers.
7. The deeper for elementary school teachers believe in gender equity education, the better teaching effectiveness they have.
8. Elementary school teacher’s teaching beliefs in gender education can be used to predict their teaching efficiency.

In conclusion, some suggestions were proposed for administration of education, teacher preparation institutions, school administration, intern teachers and future studies.

Key word: elementary school teacher, gender equity education, teaching beliefs, Teaching efficacy.

並列關鍵字

elementary school teacher ； gender equity education ； teaching beliefs ； teaching efficacy

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