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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98165


    Title: 教師效能感的縱貫性研究：以幼教職前教師為例
    Other Titles: A Longitudinal Study of Early Childhood Education Teachers` Sense of Efficacy
    Authors: 吳璧如
    Keywords: 教師效能感 ; 幼兒教育 ; 縱貫分析 
    Teacher efficacy ; Early childhood education ; Longitudinal analysis
    Date: 2005-09
    Issue Date: 2016-06-21 16:50:08 (UTC+8)
    Abstract: 本研究之主要目的在探討幼稚園教師效能感的發展情形。為達研究目的，本研究採取加速縱貫研究法，對於84-89學年度入學8所師範學院及嘉義大學幼兒教育學系四年制日間部的6個年級組群，進行3年的縱貫研究，以探討7個學年度14個學期的教師效能感發展，研究樣本有269人，採用二層次階層線性模式分析資料。本研究發現幼稚園職前教師在就讀師資教育學程第一學期結束時，在四個層面的效能感情況並不一致，以「有效教學」得分最高，而「克服家庭因素」得分最低；在職前教育階段，教師效能感的四個層面均呈現正向成長；而在初任教師階段，「專業知能」有正向成長，但「克服家庭因素」及「克服外在環境及學生因素」則呈現負向成長；教師效能感四個層面的初始狀態多數與其成長速率有負相關；性別對於教師效能感初始狀態及職前教育階段成長速率的預測力未達顯著水準。
    The purpose of this study was to analyze the development of kindergarten teachers’ perceived efficacy using accelerated longitudinal design during three years. There were 269 participants who provided at least three-time responses to The Inventory of Teaching Beliefs for Preservice and Novice Kindergarten Teachers for this study. Hierarchical linear models (HLM) were used to analyze data. Results revealed that the mean scores rating on a six-point Likert scale for the four dimensions of teacher efficacy at the first semester were 3.38-4.08. The participants were gaining average scores of 0.03-0.08 per semester during the preservice period and 0.12-0.16 during the novice period. Most of the correlations between initial status and growth rates of the four dimensions of teacher efficacy were negative. Gender was not related significantly to initial status and growth rates of teacher efficacy.
    Relation: 教育與心理研究, 28(3),383-408
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[Journal of Education ＆ Psychology] Journal Articles

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