國小教師社會互動學習能力的教學效能感研究

Assessing Elementary School Teachers’ Sense of Efficacy about Teaching Students Social Interaction Learning Skills

本研究旨在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學習能力的教學效能感，期能有助於國內社會互動教學與研究的發展。本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)臺北地區國小教師對於自己是否具備指導學生互動學習能力的效能評估，其平均數有七成多的信心把握，感到非常有把握的教師只有5~8%左右；(2)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，其社會互動學習能力的教學效能感並無顯著不同。最後，本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 investigate elementary school teachers´ sense of efficacy about teaching students social interaction learning Skills in Taipei area. Following social interaction instruction and self-efficacy theory， the instrument that was called Self-Efficacy Scale of Teaching Social Interaction Learning Skills was brought out. The item analysis， factor analysis， and Cronbach´s α were employed to assess its validity and reliability. The results of statistical analyses indicated that: (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 were 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