高中教師教學集體效能量表之編製與建構效度研究

The Measurement and Structure Verification of High School Teachers' Collective Teacher Efficacy Scale

10.6474/NCUJER.201203.0035

洪福源(Fu-Yuan Hong)；邱紹一(Shao-I Chiu)；黃德祥(Der-Hsiang Huang)

教師教學集體效能 ； 建構效度 ； 驗證式因素分析 ； Collective teacher efficacy ； Construct Validity ； Confirmatory Factor Analysis

嘉大教育研究學刊

28期（2012 / 03 / 01）

35 - 58

繁體中文

雖然教師教學集體效能對於教育實務具有相當的重要性，但是這個概念結構於國內較少於高中教師樣本獲得實徵性的探究，本研究將利用文獻分析，發展高中教師教學集體效能評量工具，進而驗證量表之信效度，做為提升學校效能之參考。本研究以291名台灣高中教師為對象，以結構方程模式（Structural Equation Modeling, SEM）方法，驗證在教師集體效能中「教學集體效能」、「管教與激勵學生」等二個潛在變項及7個觀察指標所組成的模式，是否具有穩定性。研究結果顯示，本研究所建構之模式以驗證式因素分析（變項間存在相關）的配適度理想，且觀察資料的模式適配度呈現良好結果。最後，本研究進行討論並對未來研究提出相關建議。

Although collective teacher efficacy was considered important to educational practice, this conceptual structure has less empirical inquiry in Taiwan high school teachers. This study used literature analysis to develop high school teacher' collective efficacy scale, and verify the reliability and validity of this scale for the reference of the enhancing school effectiveness. There were 291 high school teachers participating in this study, and the method of Structural Equation Modeling (SEM) was used in order to examine the stability of the model in this study. The study found that: (a) two latent variables containing ”collective teacher efficacy” and ”discipline and motivating students”; (b) seven observation indicators. The results of this study showed that the first order confirmatory factor analysis that the correlation between latent variables was significant and had the best goodness of fit. In addition, the goodness of fit of the observation data also revealed good. Finally, the research results are discussed and recommendations for future research are made.

1. Gibson, C. B. (1996). They do what they believe they can? Group efficacy beliefs and group performance across tasks and cultures. Working paper, University of Wisconsin, Madison, United States
2. Bagozzi, R. P.,Yi, Y.(1988).On the evaluation of structural equation models.Academy of Marketing Science,16,76-94.
3. Bandura, A.(1986).Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ:Prentice Hall.
4. Bandura, A.(1997).Self-efficacy: The exercise of control.New York:Freeman.
5. Bandura, A.(1977).Self-efficacy: Toward a unifying theory of behavioral change.Psychological Bulletin,84,191-215.
6. Bandura, A.(1993).Perceived self-efficacy in cognitive development and functioning.Educational Psychologist,28(2),117-148.
7. Barr, M. F.(2002).Williamsburg, Virginia, United States,The College of William and Mary.
8. Bentler, P. M.(1993).EQS: Structural equation program manual.Los Angeles, CA:BMDP Statistical Software.
9. Bentler, P. M.(1988).Theory and implementation of EQS: A structural equations program.Newbury Park, CA:Sage.
10. Bird, A. M.,Brame, J. M.(1978).Self versus team attributions: A test of the "I'm OK, but the team's so-so" phenomenon.Research Quarterly,49,260-268.
11. Bollen, K. A.(1989).Structural equations with latent variables.US, New York:John Wiley & Sons.
12. Bollen, K. A.(Ed.),Long, J. S.(Ed.)(1993).Testing structural equation models.Newbury Park, CA:Sage.
13. Dellinger, A. B.(2001).Baton Rouge, Louisiana,Louisiana State University.
14. Devellis, R. F.(1991).Scale development: Theory and applications.Thousand Oaks, CA:Sage.
15. Earley, P. C.(1993).East meets west meets mideast: Further explorations of collectivistic and individualistic work groups.Academy of Management Journal,36,319-348.
16. Fornell, C. D.,Larcker, F.(1981).Evaluating structural equation models with unobservable variables and measurement errors.Journal of Marketing Research,18(2),39-50.
17. Friedman, I. A.,Kass, E.(2002).Teacher self-efficacy: A classroom-organization conceptualization.Teaching and Teacher Education,18,675-686.
18. George-Falvey, J.,Daniels, D.,Hopper, H.,Erez, M.(1996).Influencing group efficacy and group performance: The effects of interpersonal relationship and cognitive enhancing interventions.Academy of Management Conference,Cincinnati, OH:
19. Gibson, C. B.,Randel, A. E.,Earley, P. C.(2000).Understanding group efficacy.Group & Organization Management,25(1),67-97.
20. Goddard, R. D.(2001).Collective efficacy: A neglected construct in the study of schools and student achievement.Journal of Educational Psychology,93,467-476.
21. Goddard, R. D.(2002).A theoretical and empirical analysis of the measurement of collective efficacy: The development of a short form.Educational and Psychological Measurement,62(1),97-110.
22. Goddard, R. D.,Goddard, Y. L.(2001).A multilevel analysis of the relationship between teacher and collective efficacy in urban schools.Teaching and Teacher Education,17,807-818.
23. Goddard, R. D.,Hoy, W. K.,Woolfolk Hoy, A.(2004).Collective efficacy beliefs: Theoretical developments, empirical evidence, and future directions.Educational Researcher,33,3-13.
24. Goddard, R. D.,Hoy, W. K.,Woolfolk Hoy, A.(2000).Collective teacher efficacy: Its meaning, measure, and effect on student achievement.American Education Research Journal,37(2),479-507.
25. Guzzo, R. A.,Yost, P. R.,Cambell, R. J.,Shea, G. P.(1993).Potency in groups: Articulating a construct.British Journal of Social Psychology,32,87-106.
26. Hoy, W. K.,Sweetland, S. R.,Smith, P. A.(2002).Toward an organizational model of achievement in high schools: The significance of collective efficacy.Educational Administration Quarterly,38(1),77-93.
27. Hu, L. T.,Bentler, P. M.(1999).Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives.Structural Equation Modeling,6,1-55.
28. Kaiser, H. F.(1974).An index of factorial simplicity.Psychometrika,39,31-36.
29. Lindsley, D. H.,Brass, D. J.,Thomas, J. B.(1995).Efficacy-Performance Spirals: A Multilevel Perspective.Academy of Management Review,20,645-678.
30. Marsh, H. W.(Ed.),Craven, R. G.(Ed.),McInerney, D. M.(Ed.)(1997).International advances in self research.Greenwich, CT:Information Age.
31. McCoach, D. B.,Colbert, R. D.(2010).Factors Underlying the Collective Teacher Efficacy Scale and Their Mediating Role in the Effect of Socioeconomic Status on Academic Achievement at the School Level.Measurement and Evaluation in Counseling and Development,43(1),31-47.
32. Mueller, R. O.(1996).Basic principles of structural equation modeling: An introduction to LISREL and EQS.New York:Springer.
33. Pajares, F.(1994).Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis.Journal of Educational Psychology,86,193-203.
34. Raths, J.(Ed.),McAninch, A.(Ed.)(2003).Advances in teacher education, 6.Westport, CT:Information Age Publishing.
35. Skaalvik, E. M.,Skaalvik, S.(2007).Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.Journal of Educational Psychology,99(3),611-625.
36. Tabachnick, B. G.,Fidell, L. S.(2007).Using multivariate statistics (5th ed.).New York:Allyn and Bacon.
37. Tschannen-Moran, M.,Barr, M.(2004).Fostering student learning: The relationship of collective teacher efficacy and student achievement.Leadership and Policy in Schools,3,187-207.
38. Tschannen-Moran, M.,Woolfolk Hoy, A. W.,Hoy, W. K.(1998).Teacher efficacy: Its meaning and measure.Review of Educational Research,68,202-248.
39. Ware, H.,Kitsantas, A.(2007).Teacher and collective efficacy beliefs as predictors of professional commitment.The Journal of Educational Research,100(5),303-310.
40. 吳宥羢(2008)。碩士論文(碩士論文)。彰化，國立彰化師範大學。
41. 呂玉琴、溫世展(2001)。國小、國中與高中教師的數學教學相關信念之探討。國立台北師範學院學報，14，459-490。
42. 莊煥綱(2008)。碩士論文(碩士論文)。彰化，國立彰化師範大學。
43. 郭生玉(1992)。國小、國中與高中教師工作心厭之比較研究。教育心理學報，25，67-79。
44. 陳佳燕(2005)。碩士論文(碩士論文)。台北，私立輔仁大學。
45. 程炳林、陳正昌(1998)。SPSS/PC、SAS、BMDP統計軟體在多變量統計上的應用。臺北:五南。
46. 黃彥和(2005)。碩士論文(碩士論文)。桃園，私立中原大學。
47. 蔡進雄(2006)。國民小學校長情緒智力影響集體教師效能感之研究。教育資料與研究雙月刊，72，103-118。

1. 洪福源、邱紹一(2015)。高中師生自我效能、集體效能與學校效能研究模式之建立：自我效能中介效果、集體效能調節效果研究。教育心理學報，46(3)，333-355。
2. (2015)。マインドマップを導入したライティング活動―縦断的考察を通してー。靜宜語文論叢，9(1)，323-341。
3. (2015)。台湾における日本語教師の教師効力感と教授行為－高等学校の日本語学科の場合－。應用外語學報，23，41-68。