大學教師效能感與教學專業發展策略探究

Study of University Faculties’ Teacher Efficacy and Teaching of Professional Development Strategies

教學專業發展為教師效能感來源之一，本研究旨在瞭解大學教師的教師效能感現況與不同背景教師在教師效能感的差異情形，並根據研究發現提出以教學專業發展作為促進教師效能感生成的可行策略。本研究以某一大學為個案，以立意取樣方式採用大學教師效能感量表進行資料蒐集，得到74份有效資料。研究發現教師自評效能感信心水準達中上程度。教師在「課程設計」、「科技運用」、「班級經營」層面得分高於「教學策略」與「學習評量」；男教師在「科技運用」層面明顯高於女教師；在校服務年資半年以上者在「科技運用」層面的分數明顯高於服務年資半年以內者；教授職級在「人際關係」層面得分高於其他職級教師。根據研究發現，本研究提出實務應用與後續研究之相關建議。

"Teaching of professional development is one of the sources of teachers' sense of self-belief. This research aimed to understand the current level of university faculties' teacher efficacy, assess the differences between teachers of different backgrounds from a teacher efficacy perspective, and propose strategies to promote the professional development of university teachers based on the findings. In this study, a university’s faculty were used for data collection, using the Faculty Teacher Efficacy Scale to obtain 74 valid responses. The study found that teachers' self-assessed confidence reached an upper middle level. Further, teachers scored higher in “curriculum design”, “technology use”, and “class management” than in “teaching strategy' and 'learning assement”. Male teachers scored significantly higher than female teachers in 'technology use', with scores in this category being significantly higher for teachers with six years or more of service, compared with those with only half a year of service or less. Added to this, teachers with the qualification of professor scored higher than the other teacher ranks at the 'interpersonal relationship' level. According to these research findings, this study puts forward relevant suggestions for practical application and follow-up research on teacher efficacy and professional development."