技專院校組織結構與老師實施學生導向教學之信念和效能相關研究－LISREL模型結構性分析

黃惇勝; 許純碩

doi:10.29705/EAR.200706.0008

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P105 - 122

社会科学 > 社会科学综合
社会科学 > 社会学

DOI： 10.29705/EAR

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技专院校组织结构与老师实施学生导向教学之信念和效能相关研究－LISREL模型结构性分析

The Teacher Efficacy of Performing leaner-centered Teaching, Teacher Belief, and School Structure at the Institute of Technology in Taiwan

黄惇胜(Dun-San Hwang) ；许纯硕(Hsu-Chun Shuo)

东亚论坛； 456 期 (2007 / 06 / 01) ， P105 - 122

繁体中文 DOI： 10.29705/EAR.200706.0008

组织结构；线性结构关系；老师效能；老师信念； school structure ； LISREL ； teacher efficacy ； teacher beliefs

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摘要 │ 参考文献 (41) │ 国际计量

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This study aims at understanding whether the teacher efficacy of performing learner-centered teaching was affected by teacher beliefs and school structure at the Institute of Technology in Taiwan, simultaneously, and whether teacher beliefs also was affected by school structure. The researchers invited teachers from fifteen Institutes of Technology in central Taiwan to serve as questionnaire's subjects. The researchers utilized ”Teacher Beliefs Scale,” ”School Structures Scale,” and ”Teacher Efficacy Scale” to explore the correction among three scales regarding the performance of Learner-Centered Teaching. Meanwhile, the collected data were analyzed using instruments of LISREL-a analyzed tool to measure the significance of the correction. The results showed a significant positive relationship between school structures and teacher efficacy, school structures and teacher beliefs, teacher beliefs and teacher efficacy. The five measurable factors of school structures all showed the middle explanatory power for the two exogenous latent variables of teacher beliefs and efficacy. And the three measure factors of teacher beliefs showed the certainal explanatory power for the exogenous latent variable of teacher efficacy. Teacher efficacy was mainly affected by teacher beliefs and school structures, furthermore the results achieved a positive correlation. The others, the three latent variables between school structures and teacher beliefs, school structures and teacher efficacy, teache beliefs and teacher efficacy all achieved statistic significant positive correlation. The result provide evidence to support that the model and observed variables have a middle degree of goodness of fit statistic. The explanatory power reached a degree of 59%(R^2=0.59) between the latent variables of school structures and teacher efficacy of performing learner-centered teaching; The explanatory power reached a degree of 51%(R^2=0.51) between the latent variables of school structures and teacher beliefs of performing learner-centered teaching; and the explanatory power also reached a degree of 31%(R^2 =0.31) between the latent variables of teacher beliefs and teacher efficacy of performing learner-centered teaching;

参考文献 ( 41 ) 〈TOP〉

朱苑瑜、葉玉珠(2003)。实习教师信念改变的影响因素之探讨。师大学报教育類，48(1)，41-66。
连结：
Ajzen, I. (2002). Constructing a TPB questionnaire:Conceptual and methodological considerations. Theory of Planned Behavior Diagram. Retrieved July 17, 2005, from http://people.umass,edu/aizen/tpb.diag.html
Bagoggi, R. P.,Yi, Y.(1988).On the evaluyation of structural equation models.Journal of the Academy of Marketing Science,16,74-94.
Basturkmen, H.,Loewen, S.,Ellis, R.(2004).Teachers' stated beliefs about incidental focus on form and their classroom practice.Oxford University,25(2),243-272.
Candlin, C. N.(1991).Language teaching methodology series: Learner strategies for learner autonomy.Prentice Hall International (UK)Ltd..

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