高中師生自我效能、集體效能與學校效能研究模式之建立：自我效能中介效果、集體效能調節效果研究

Examining a Model of Self Efficacy%2C Collective Efficacy%2C and School Effectiveness%2C and the Moderating Effects of Collective Efficacy in Senior High School Teachers and Students

本研究之目的在建構高中師生自我效能、集體效能與學校效能研究模式、分析師生自我效能之 中介效果、及探討師生集體效能在自我效能與學校效能關係間的調節效果。為達以上研究目的， 本研究以台中縣市公私立高中教師與學生為母群體，採分層隨機抽樣的方式，總計抽取16 所學 校，共314 位學校教師及學生1，756 人為研究對象。使用的研究工具有教師自我效能量表、教 師集體效能量表、教師知覺學校效能量表、學生自我效能量表、學生集體效能量表，以及學生 知覺學校效能量表等六種，並利用結構方程模式進行資料分析。研究結果顯示：（一）高中教師 自我效能、集體效能與學校效能研究模式，能適配於高中教師樣本；（二）教師自我效能對教師 集體效能與學校效能具有部分中介效果；（三）高中學生自我效能、集體效能與學校效能研究 模式，能適配於高中學生樣本；（四）學生自我效能對學生集體效能與學校效能具有部分中介效 果；（五）教師集體效能對教師自我效能與教師學校效能的關係具有正向調節效果；（六）學 生自我效能與學生集體效能的交互作用對學校效能沒有解釋力。本研究根據研究結果進行討 論，並且對教師、學生、及未來研究者提出相關建議。

The main purpose of this study was to examinea a model of self efficacy， collective efficacy， and school effectiveness， and to compare the mediation effects of teacher self efficacy with student self efficacy， and to examine the moderating effects of collective efficacyon the relationships between self efficacy and school effectiveness in senior high school teachers and students. The participants， a stratified sample of 314 teachers and 1756 students in Taichung， were administered the Student Self Efficacy Scale， Student Collective Efficacy Scale， Student Perceived School Effectiveness Scale， Teacher Self Efficacy Scale， Teacher Collective Efficacy Scale， and Teacher Perceived School Effectiveness Scale. Structural Equation Modeling was used for data analysis. The results of this study were as follows: (a) the observed data could be interpreted by the model of senior high school teachers’ self efficacy， collective efficacy， and school effectiveness; (b) teachers’ self efficacy partially mediated the relationship between teachers’ collective efficacy and teachers’ perceived school effectiveness; (c) the observed data could be interpreted by the model of senior high school students’ self efficacy， collective efficacy， and school effectiveness; (d) students’ self efficacy partially mediated the relationship between students’ collective efficacy and students’ perceived school effectiveness; (e) teachers’ collective efficacy moderated the relationships between teachers’ self efficacy and teachers’ perceived school effectiveness; (f) students’ collective efficacy did not moderate the relationships between students’ self efficacy and students’ perceived school effectiveness.Based on the results， suggestions were provided for senior high school teachers， students， and future researchers.