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E10222
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020
國小教師社會互動學習能力教學自我效能量表的發展與調查研究
Teaching Self-efficacy for Social Interaction Learning: Developing the Scale and Conducting the Survey of Taiwan\'s Elementary Teachers
1.黃永和
1.Yung-ho Huang
1.國立臺北教育大學教育學系
1.Department of Education, National Taipei University of Education
001,002,003,004
1.國立臺北教育大學教育學系
1.Department of Education, National Taipei University of Education
002
1.科技部
1.Ministry of Science and Technology
A.14 計畫執行期間(起):2013-08-01
A.14 計畫執行期間(訖):2014-07-31
2013-10-012014-05-30
A.16 收到日期:2014-12-18
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臺北市及新北市兩地公立國小教師

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251
003
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C.2 聯絡日期:0000-00-00
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1.國立臺北教育大學教育學系
1.Department of Education, National Taipei University of Education
1
C.7 資料公開日期:2016-08-01
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008
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001
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1.自我效能
2.合作學習
3.社會互動
4.教學
5.學習共同體
1.Self-efficacy
2.Cooperative Learning
3.Social Interaction
4.Teaching
5.Learning Community
此研究旨在發展一具有信效度的國小教師社會互動教學自我效能量表,並針對臺北地區教師進行抽樣調查研究,以瞭解教師社會互動教學自我效能的現況,期能有 助於國內社會互動教學與研究的發展。此研究根據相關文獻探討結果,進行量表編製、預試與信效度考驗,然後再以分層隨機叢集方式抽取臺北市教師與新北市教師 進行正式問卷施測。研究結果指出:(1)本研究量表各題鑑別度良好,所有題目在測量同一特質上具有高度一致性;因素分析結果可以得出「合作互動」、「討論 互動」與「上台互動」三個因素,因素負荷量均達.75以上,可解釋變異達84.64%;Cronbach α信度係數介於.90~.97之間;本研究量表與中文版教師效能感量表的相關係數為.74,效標關聯效度良好;(2)臺北地區國小教師對於自己是否具備能 力指導學生互動學習的效能評估,其平均數約只有中上程度把握,而感到非常有把握的教師只有5~8%左右;(3)不同地區、性別、學歷、年資與班級學生數的 臺北地區國小教師,其社會互動教學自我效能並無顯著不同。最後,此研究針對社會互動教學與自我效能研究提出數點建議。

The purpose of this study was to develop a valid and reliable scale for assessing elementary school teachers’ social interaction teaching self-efficacy, and then to survey the self-efficacy levels of teachers in Taipei area in order to promote the effective practice and research of social interaction teaching. Following self-efficacy theory, the new instrument that was called Teaching Self-Efficacy Scale (SITSE) was brought out. The item analysis, factor analysis, criterion relationships, and Cronbach’s α were employed to assess its validity and reliability. Overall findings demonstrated that this scale had high validity and reliability scores. The results of factor analysis extracted three factors named “cooperative interaction”, discussing interaction and reporting interaction. The cumulative percentage of variance of the scale was 84.64% with coefficient alpha between .90~.97. The criterion-related validity coefficient between the scale and Chinese Teachers’ Sense of Efficacy Scale is .74. Besides, the analysis of survey data indicates: (1) the average self-efficacy scores of the all sample teachers were about upper-middle; (2) only 5~8% of the teachers had great self-efficacy scores; (3) there are no significant differences between the different groups of cities, sexes, education, years of experience, and the number of students. Finally, some suggestions for social interaction teaching and research were provided.

D.16 完成檢誤日期:2014-12-31
D.17 預定釋出日期:2016-08-01
D.18 初次釋出日期:2016-08-01
D.19_1 最新版釋出日期:2016-08-01
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10.6141/TW-SRDA-E10222-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E10222
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