臺灣地區教師自我效能感研究之統合分析

Gender Differences in Teacher Self-efficacy: A Meta-analysis

本研究旨在利用統合分析技術，分析國內有關教師自我效能感性別差異之63篇實徵性研究，總計64個效果量。研究結果顯示：1.男性教師自我效能感的效果量高於女性教師；2.不同研究性質對教師自我效能感之性別差異沒有調節效果；3.不同抽樣範圍對教師自我效能感之性別差異具有調節效果；4.不同任教階段對教師自我效能感之性別差異具有調節效果，國中與高中（職）階段的教師自我效能感性別差異較國小與其它階段大。最後，依據研究結論提出建議供後續研究者參考。

The main purpose of this study is to examine the gender differences in teacher self-effcacy using meta-analysis. The sample consists of 64 independent effect sizes from 63 empirical researches and the major findings are as follows: (1) male teachers tended to perceive higher teacher self-efficacy than female teachers; (2) the effect of research character on gender differences in teacher self-effcacy was not statistically signifcant; (3) the effect of sampling range on gender differences in teacher self-efficacy was significant; and (4) the effect of teaching stage on gender differences in teacher self-effcacy was signifcant; junior and senior high school teachers tend to have larger gender differences in teacher self-effcacy than elementary and others teachers.According to the findings， some suggestions and recommendations for further researchers are made