澎湖縣國民中小學教師教學成敗歸因與教學行為關係之研究

A Study of the Relationship between Elementary and Junior High School Teachers' Attributions of Successful and Failed Teaching and Their Teaching Behavior in Penghu County

10.29841/STUTJHSS.201111.0003

陳冠妃(Guan-Fei Chen)；何俊青(Chun-Ching Ho)

國民中小學教師 ； 教學成敗歸因 ； 教學行為 ； elementary and junior high school teachers ； attributions of successful and failed teaching ； teaching behavior

南台人文社會學報

6期（2011 / 11 / 01）

59 - 101

繁體中文

本研究目的在瞭解澎湖縣國民中小學教師教學成敗歸因與教學行為之現況、不同背景變項教師之差異情形、教師教學成敗歸因與教學行為之相關及各背景變項與教學成敗歸因對教師教學行為的預測。為達上述目的，研究者採問卷調查法，以「澎湖縣國中小教師教學情況調查問卷」作為研究工具。以澎湖縣國民中小學教師為樣本，共回收有效樣本509 份。依統計分析結果，本研究結論如下︰一、澎湖縣國中小教師認為「學生投入學習的努力程度」、「教師投入教學的努力程度」是教學成功最重要的因素，而「學生投入學習的努力程度」、「學生學習能力」則是教學失敗最重要的因素。二、教師的教學行為傾向進步取向。三、不同背景變項的教師，在教學成敗歸因的部份層面及整體層面上具顯著差異。四、不同背景變項的教師，在教學行為的部份層面及整體層面上具顯著差異。＊五、除部分層面外，教師教學成敗歸因與教學行為達顯著正相關。六、教師不同背景變項、教學成敗歸因能有效預測教學行為。

The study tends to understand the current situation among attributions of successful and failed teaching and teaching behavior of elementary and junior high school teachers in Penghu County, the differences between different teachers' personal background, the relations between teachers' attributions of successful and failed teaching and their teaching behavior, the predictive effects of teachers' personal background and attributions of successful and failed teaching to their teaching behavior. For the purposes, the researcher had used the method of questionnaire survey. The study had used ＂Questionnaire on Teaching Situation of Elementary and Junior High School Teachers in Penghu County＂ as a tool. The population was the elementary and junior high school teachers in Penghu County, and 509 valid samples had been collected. According to the results of analyzing the data, the conclusions of the study are as follows: 1. Elementary and junior high school teachers in Penghu County thought ＂the effort students put into learning＂ and ＂the effort teachers put into teaching＂ are the most important factors of successful teaching, and they thought ＂the effort students put into learning＂ and ＂the students' learning ability＂ are the most important factors of failed teaching. 2. Elementary and junior high school teachers' teaching behavior had been inclined to progressive. 3. Different background variables had made elementary and junior high school teachers' attributions of successful and failed teaching vary in some aspects. 4. Different background variables had made elementary and junior high school teachers' teaching behavior vary in some aspects. 5. Elementary and junior high school teachers' attributions of successful and failed teaching and their teaching behavior had been positively correlated significantly except in some aspects. 6. Elementary and junior high school teachers' background variables and their attributions of successful and failed teaching had been able to predict their teaching behavior efficiently.