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

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

10.29705/EAR.200706.0008

黃惇勝(Dun-San Hwang)；許純碩(Hsu-Chun Shuo)

組織結構 ； 線性結構關係 ； 老師效能 ； 老師信念 ； school structure ； LISREL ； teacher efficacy ； teacher beliefs

東亞論壇

456期（2007 / 06 / 01）

105 - 122

繁體中文

本研究旨在探討台灣技專院校教師實施學生導向教學效能，是否直接或間受到老師信念及學校組織結構的影響，而老師信念是否直接受到學校組織結構的影響。研究者邀請台灣中部地區十五所技專院校教師為問卷調查的受測對象。透過老師信念、學校組織結構和老師效能三構面探討其相互關係，並利用線性結構關係（LISREL分析工具）衡量其相互間的顯著性。研究結果顯示學校組織結構和老師效能，學校組織結構和老師信念，老師信念和老師效能彼此間都有顯著的正相關。其中學校組織結構的五個測量因素對於老師信念及老師效能兩個潛在因素有中上程度的解釋力，同時老師信念的三個測量因素對於老師效能潛在因素亦顯示一定量的解釋力。老師效能主要是受到老師信念及學校組織結構的影響。所有的數據均顯示正相關。另三個潛在變數彼此間（學校組織結構和老師信念、學校組織結構和老師效能、老師信念和老師效能皆達到統計上的顯著性正相關。本研究結果證實研究模型及測量變數達到一個中等程度的適合性。在台灣中部地區高等教育學校組織結構潛在變數對於老師實施學生導向教學效能達到59%(R^2=0.59)的解釋力；學校組織結構潛在變數對於老師實施學生導向教學信念達到51%(R^2=0.51)的解釋力；而老師信念潛在變數對於老師實施學生導向教學效能亦有31%(R^2=0.31)的解釋力。

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;

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