教師自我效能相關因素之研究

A Study of Related Factors of Teachers' Self-Efficacy

本研究以84年暑期在國立高雄師範大學教育研究所進修之79名(男41，女21)中小學教師為對象，進行教師自我效能相關因素之分析。所有受試者均接受幽默因應量表、幽默創造量表、幽默笑話、認知需求量表、藏圖測驗、一般自我效能量表、批判思考量表、人際關係量表、教學行為檢核表和學生控制意識量表等項工具之測量。所得資料經以積差相關、單因子ANOVA、MANOVA、典型相關及徑路分析處理，結果顯示：一、男教師在場地獨立、教學自我效能，明顯優於女教師。中學教師在批判思考優於小學教師；而小學教師則在教學自我效能明顯優於中學教師。二、教師的幽默特質、批判思考、認知需求、場地獨立與自我效能，具有顯著的典型相關。幽默特質、批判思考、認知需求及場地獨立可透過一個典型因素，解釋教師自我效能總變異量的12，89％。三、教師自我效能與其同理心、教學行為間具有顯著的典型相關；教師自我效能亦可透過一個典型因素，解釋同理心及教學行為總變異量的13，96％。除此，本研究亦發現，盡心教學及善用方法和診斷學習及變通方法之教學效能較高的中學教師，對學生之教導態度有採監控之傾向。

This study was to analyze the related factors of teacher's self-efficacy. The subjects were 79 teachers of primary and secondary schools (41 male， 21 female). Those teachers studied in Graduate Institude of Education of National Kaohsiung Normal Universty during summer vacation in 1995. 「Coping Humor Scale」， 「Humor Initiation Scale」， 「Sense of Humor Questionnaire」，「Humor Joke」， 「Cognitive Needs Scale」，「Hidden Figures Test」， 「General Self-Efficacy Scale」， 「Critical Thinking Scale」，「Interpersonal Relationship Scale」， 「Teaching Behavior Checklist」 and 「Pupil Control Ideology Form」were administered to these subjects. Data were analyzed by product-moment correlation， one-way ANOVA， MANOVA， canonical correlation and path analysis. The result was as following:1. The male teachers were obviously superior to the female teachers in field independence and teaching self-efficacy. The secondary school teachers were better than primary school teachers in critical thinking but opposite in teaching self-efficacy.2. There were significant canonical correlations between teachers' self-efficacy and teachers' humor characters， crititcal thinking， cognitive needs and field independence. Humor characters， critical thinking， cognitive needs and field independence could explain 12.89% the total variance of teachers' self-efficacy with a canonical factor.3. Between emathy， teaching behavior and teachers' self-efficacy were the same with significant canonical correlations. With a canonical factor， 13.96% the total variance of empathy and teaching behavior could be explained by teachers' self-efficacy.