台灣日語教師的教師自我效能與教學行為之研究──以大學日語教師調查為例

A Study on Teaching Self-Efficacy and Teaching Behavior of Japanese Teachers in Taiwan: Taking College Japanese Teachers for example

本研究的目的在於暸解台灣的大學日語教師的教師自我效能及其教學行為之特徵，並探討兩者之關聯性及比較性別、任教區域、國籍、年資、專攻、專兼任之不同，其教師自我效能及教學行為是否有顯著的差異。經過SPSS之量他統計分析後，其結果如下：1教師信念：經因素分析，抽出4因素，其中的教師自我效能因素會因年資、國籍及專攻之不同而有顯著的差異。2教學行為：經因素分析，抽出5因素，此5因素都會因國籍之不同，而有顯著的差異，而性別、專攻、專兼任之不同則會在部分的教學行為因素上產生顯著的差異。3相關：教師信念4因素與教學行為5因素皆有弱至強的顯著正相關，且教師信念中，教師自我效能因素對於整體教學行為的解釋及預測力最高。

To understand the teaching self-efficacy of college Japanese teachers in Taiwan and characteristics of their teaching behavior, the study uses questionnaires and the analysis program, SPSS PC, to analyze and examine their relationship. Also, we investigate if teachers’ teaching self-efficacy and teaching behavior would be affected by genders, teaching areas, nationality, seniority, speciality and part-time/full-time employment. The research findings are as follows: 1. Teacher beliefs: After factor analysis, four factors were extracted. Besides, teaching self-efficacy is affected by seniority, nationality and speciality. 2. Teaching behavior: We got five factors after factor analysis. Teachers’ teaching behaviors are affected by their genders, nationality, speciality and part-time/full-time employment. 3. Relevance: Teacher beliefs and teaching behaviors have a significant positive correlation. And in all teacher beliefs, teaching self-efficacy has the highest explanatory power for the teaching behaviors.