| 英文摘要 |
Teachers’ sense of efficacy is a significant issue in educational circle. However, there are only a few studies when researchers, taking self-efficacy as an independent variable, explore this topic via multiple intervention variables. Hence, in this paper, teachers from elementary and secondary schools in Taitung County as her study objects, the researcher explores it through three intervention variables, they are organizational commitment, work value, and professional growth behavior. Furthermore, she compares the differences of self-efficacy between teachers in elementary and secondary schools, as well as tries to work out the reasons that made those differences. As a result, by multiple regression analysis, it proved that their self-efficacy was true affected by intervention variables included organizational identity commitment, organizational dedicated commitment, the meaning of work, and professional growth behavior. Also, it manifested that teachers in elementary schools have higher self-efficacy – classroom management – than those who in secondary schools for the reason of with lower organizational identity commitment and professional growth behavior. Again, another self-efficacy – multiple instructional strategies – is higher than teachers in secondary schools. It is because they have higher teaching years, and most of their schools are in mini scale. |
