努力有用乎？教師能力觀、努力觀、社群共學觀及學習者中心教學觀對課程變革行為意向之影響

Does Effort Matter? The Effects of Teachers’ Beliefs about Ability, Effort, Community Learning and Learner-Centered Instruction on Their Behavioral Intention for Curriculum Reform

本研究立基108 新課綱的理念與精神，並融入文化觀點，聚焦於探討國高中教師的能力觀、努力觀，還有教師的社群共學觀及學習者中心教學觀等，對於教師課程變革行為意向之影響。研究方法採問卷調查法，以臺灣本島公立國中與公立普通型高中之教師為母群體，回收有效問卷1195 份。資料分析方法採描述統計、相關分析及結構方程模式，研究結果顯示：(1)臺灣國高中教師在能力固定觀的得分為中標，努力觀的得分為中高標，結果與其他華人社會的調查相似，也就是重視努力的效用與價值勝於強調能力的不可塑性。而教師對社群共學觀與學習者中心教學觀的認同分別達高標與中高標，對參與課綱變革的行為意向亦為中高標，顯示教師們有著中等以上的變革認知準備度，以及面對此課程變革的正向態度；(2)由中介模式來看，努力觀對社群共學觀及學習者中心教學觀均具正向效果，且努力觀可透過對共學觀及教學觀的影響，由不同中介路徑對教師的變革行為意向產生正向間接效果。相較之下，能力固定觀對學習觀及變革行為意向之影響，除了效果較小，影響方向更呈現負向。整體研究結果所揭示的重要意義，乃是教師認知對課程變革之關鍵作用。其中，除了教師對專業學習與學生學習的信念有著顯著影響力，教師對能力及努力的信念，更是過往研究較少關注，但卻牽引著教師學習觀點和變革意向的深層文化因素。因此，就實務而言，本研究結果指陳了課程變革若欲成功，革新方案與教師信念之契合是一大關鍵，且教師信念之改變乃是促進變革的重要槓桿；就研究而言，本研究由認知與文化面向著手，探究教師信念對教師變革之影響，是國內教育研究尚少切入之分析視角，亦值得後續進一步擴展。

The study aimed to investigate the effects of teachers’ ability-based beliefs and effort-based beliefs on their behavioral intention for curriculum reform via their beliefs about learning. Data was collected through a survey from 1,195 public junior high and senior high school teachers in Taiwan. The data analysis involved descriptive statistics, correlation analysis, and structural equation modeling (SEM). The main findings were as follows:1) Teachers’ score on effort-based belief was significantly higher than their score on ability-based belief, reaching a high-intermediate level. Teachers’ beliefs about community learning and student-centered instruction reached high and high-intermediated levels. Their change behavioral intention showed a positive attitude toward the curriculum reform at a high-intermediate level.2) In the mediation model, teachers’ effort-based belief directly affected their beliefs about community learning and learner-centered instruction. Moreover, the effort-based belief could positively influence change behavioral intention through different indirect paths via its impact on belief of community learning and belief of learner-centered instruction. Conversely, the ability-based belief had a negative effect on teachers’ change behavioral intention. The study revealed that teachers’ beliefs about community learning and student-centered instruction were critical to their behavioral intention for the reform. Moreover, teachers’ beliefs about effort and ability were found to be fundamental cultural factors influencing their conceptions of learning and their behavioral intention for change.