國小自然與生活科技領域教師教學效能感與教學行為之相關研究

The Relationship between Elementary Teachers' Feeling of Teaching Efficacy and Their Behavior in Science and Technology Teaching

10.6212/CPE.2005.0601.01

王秀惠(Hsiu-Hui Wang)；蔣佳玲(Chia-Ling Chiang)

自然與生活科技領域 ； 教學行為 ； 教學效能感 ； science and technology ； feeling of teaching efficacy ； teaching behavior

物理教育

6卷1期（2005 / 12 / 01）

1 - 10

繁體中文

本研究旨在調查國小自然與生活科技領域教師教學效能感與教學行為的現況，瞭解不同背景教師之教學效能感與教學行為之差異，進而分析教師教學效能感對教學行為的預測力。本研究採用普調查法，利用自編之「國小自然與生活科技領域教師教學狀況調查問卷」，針對高雄縣147所學校206名國小自然與生活科技領域教師進行調查研究，共回收168份有效問卷。蒐集的資料以獨立樣本t考驗、單因子變異數分析與逐步多元迴歸分析等統計方法進行資料分析。研究結果發現：一、國小自然與生活科技領域教師的教學效能感偏向中、高效能，擔任職務及教學年資等背景變項間有差異存在。二、國小自然與生活科技領域教師的教學行為趨向進步取向，不同背景變項間無差異存在。三、「個人教學效能」對教學行為的預測力最大。四、國小自然與生活科技領域教師的教學行為取向強度依教學效能感之不同而有所差異。

The purpose of this study was to explore the relationship between the elementary teachers' feeling of teaching efficacy and their instructional behavior in science and technology teaching. The approaches of teachers' feeling of teaching efficacy and behavior in science and technology teaching were investigated and examined under the teachers' background variables, such as sex, age, teaching years, size of schools, etc. In addition, the potential of teachers' feeling of teaching efficacy was also tested for predicting their behavior of science and technology instruction.Questionnaire survey was adapted in this study. The questionnaire, ”The Inventory of the Elementary Teachers' Feeling of Teaching Efficacy and Behavior in Science and Technology Teaching”, was developed and answered by 168 science and technology teachers from 147 elementary schools in Kaohsiung County. T-test, one way ANOVA and multiple stepwise regression were performed on the data. Some results came as the follows:1. Teachers' feeling of teaching efficacy in science and technology was tended to mid or high degree, and the differences of teachers' feeling of teaching efficacy were existed in teachers' capacities in schools and their teaching seniority.2. Teachers' teaching behavior in science and technology was tended to be progressive, and there was no difference among teachers' background variables.3. Teachers' personal feeling of teaching efficacy could be predictable the best to their teaching behavior.4. There was significant relationship between teachers’ feeling of teaching efficacy and the degree of their teaching behavior.