高中生知覺教師教學效能、學業自我效能與班級偏差行為關聯性之探討

The Relationship between Senior High School Students' Perception of Teachers' Efficacy, Academic Self-Efficacy, and Class Deviant Behavior

本研究的目的在探討高中生知覺教師教學效能、學業自我效能與班級偏差行為之關聯性。研究對象為高、屏地區的高中生，本研究採自陳問卷調查法，共抽選八校941人，再將所得資料以描述性統計、相關分析之巢式迴歸模型進行處理與分析。研究結果顯示：（1）高中生知覺教師教學效能之課程設計、教學策略、班級氣氛營造、班級秩序管理，及其學業自我效能均為中上程度。（2）高中生知覺教師效能之班級秩序管理對班級偏差行為具影響力。（3）學業自我效能對班級偏差行為具影響力。最後，本研究依據研究結果進行討論並提出建議，作為教師、學校及相關教育行政機關及未來研究的參考。

The purpose of this study was to investigate the relationships between senior high school students' perception of teachers' efficacy, academic self-efficacy, and class deviant behavior. Using self-report questionnaires method made from 8 senior high schools in Kaohsiung and Pingtung .The data consisted of 941 students. In this study, statistical analysis included descriptive statistics, correlation analysis, and regression model analysis. The results of this study showed that: (1) The curriculum design, teaching strategies, classroom atmosphere creation, and classroom order management of senior high school students' perception of teachers' efficacy, academic self-efficacy, and class deviant behavior are above average. (2) Senior high school students' perception of teachers' efficacy is influential to class deviant behavior. (3)Senior high school students' perception of academic self-efficacy is influential to class deviant behavior. Finally, based on findings, this study would propose some relevant suggestions for the teachers, schools, education administration authority, and researchers.