雙北區高中科學類教師教學精進與自我效能關係之研究

本研究以問卷調查法為主，文獻探討為輔，旨在探討雙北區高中科學類教師教學精進與自我效能之關係。本研究主要目的：一、探討雙北區高中科學類教師教學精進與自我效能的現況及關係。二、分析不同背景變項的雙北區高中科學類教師教學精進與自我效能之差異。三、探討雙北區高中科學類教師教學精進與自我效能之關係。四、根據研究結果提出未來可供相關政策改革參考之建議。依據研究目的，本研究採用問卷調查法，編製「教學精進與自我效能關係之研究調查問卷」進行調查，以雙北區科學類教師為調查對象，共抽取200位科學類教師作為受試者樣本，計回收有效問卷181份，有效問卷回收率為90.5%；蒐集的資料以描述性統計分析、t考驗、單因子變異數分析、積差相關分析等統計方法進行分析。本研究所獲致之結論如下：一、雙北區高中科學類教師在教學精進及各向度呈現中高、高程度，其中又以「學生互動」得分最高，「同儕學習」得分最低二、雙北區高中科學類教師在自我效能及各向度呈現「中高」至「高」程度，其中又以「課堂掌握」得分最高，「學習成效」得分最低三、雙北區高中科學類教師之教學精進現況會因其性別、教學科目、學校區域等背景變項上而有顯著差異四、雙北區高中科學類教師之教學精進現況在年齡、最高學歷、教學年資、擔任職務、身份及學校規模等背景變項，並無顯著之差異五、雙北區高中科學類教師之自我效能現況會因其性別、最高學歷、教學科目、學校區域等背景變項上而有顯著差異六、雙北區高中科學類教師之自我效能現況在年齡、教學年資、擔任職務、身份、學校規模等背景變項上，並無顯著之差異七、對於科學類教師，教學精進與自我效能具有顯著正相關八、對於科學類教師，教學精進對自我效能具有正向的預測作用最後依據結論，本研究提出相關建議，俾供高中科學類教師、教育主管機關，以及後續研究之參考。

關鍵字

雙北區；公立高中；科學類教師；教學精進；自我效能

並列摘要

This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between teaching diligence and self-efficacy of high school science teachers in Taipei City and New Taipei City. The main purposes of this study include: 1. Learn about the current situation and relationship between teaching diligence and self-efficacy of high school science teachers in Taipei City and New Taipei City. 2. Analyze the differences of science teachers between different backgrounds of teaching diligence and self-efficacy. 3. To explore the relationship between teaching diligence and self-efficacy of high school science teachers in Taipei City and New Taipei City. 4. To propose suggestions, based on the research findings, useful for the future reform of related policies. To achieve these purposes, this study adopts a questionnaire survey.“The investigative questionnaire of teaching diligence, self-efficacy” is the main tool we use. The sample includes 200 science teachers selected from high school in Taipei City and New Taipei City. Of the distributed copies, 181 questionnaires have returned as valid, with the return rate of 90.5%. A series of statistical methods such as descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression analysis are conducted to analyze the data collected. The conclusions of this study are as follows: 1. science teachers of high school in Taipei City and New Taipei City are aware of the "medium to high" to "high" degree of overall and isotropic teaching diligence, among them,“student interaction”scored was the highest, and“peer learning” was scored the lowest. 2. science teachers of high school in Taipei City and New Taipei City are aware of the "medium to high" to "high" degree of overall and isotropic self-efficacy, among them, " classroom management " score was the highest, and " learning effectiveness " score was the lowest. 3. The teaching diligence of science teachers of high school in Taipei City and New Taipei City may vary significantly due to background variables such as their sex, subjects and school location. 4. Science teachers of high school in Taipei City and New Taipei City have no significant difference in teaching diligence on background variables such as age, highest academic qualifications, years of teaching, position, teacher status and school size. 5.The self-efficacy of science teachers of high school in Taipei City and New Taipei City may vary significantly due to background variables such as their sex, highest academic qualifications, subjects and school location. 6.There is no significant difference in the self-efficacy of science teachers of high school in Taipei City and New Taipei City with respect to background variables such as age, years of teaching, position, teacher status and school size. 7.There is a significant positive correlation between the teaching diligence and the self-efficacy. 8.The teaching diligence has a positive predictive effect on the self-efficacy. According to the conclusions, some suggestions are provided as references for the science teachers of high school, the Department of Education and future follow-up studies.