大學教師教學意象之徑路分析

A Path Analysis of the Teaching Image for Teachers in University

教學是教師與學生透過互動產生的相互成長歷程，其間，需要教師不斷的從事各種教學判斷與決定，更需要教師持續反思方能有效維持教學品質。國內外學者對於影響教學品質的因素雖仍有爭議，然教學意象在教師反思、角色認定與界定教學情境中至關緊要，且受到國內外學者的重視。本研究利用徑路分析，進一步探討學校的科層文化、內控型人格特質、經驗分享、自我反省、教學計畫、班級經營、專業能力間的關係。本研究採分層隨機方式實施問卷調查，正式施測後回收142份有效問卷，並獲致以下研究結果：一、訊息交流在教師思考與教學行為間確實存在，且扮演關鍵的中介角色；二、「內控型人格特質」會正向影響「經驗分享」與「自我反省」，且「經驗分享」與「自我反省」對「教學計畫」、「班級經營」與「專業能力」等具有正向的相關。研究發現與結論可做為後續研究參考，並為教學場域與教學實務提供思考方向。

Teaching is a process of mutual growth between teachers and students through interaction, during which teachers need to continuously engage in various teaching judgments and decisions, and teachers need to continuously reflect in order to effectively maintain the quality of teaching. Although there are still controversies among domestic and foreign scholars about the factors affecting teaching quality, teaching image is crucial in teachers' reflection, role identification, and defining teaching contexts, and has been emphasized by both domestic and foreign scholars. This study utilized a pathway analysis to further explore the relationship between school-based culture, internal control personality traits, experience sharing, self-reflection, lesson plans, classroom operations, professional competence, and student learning outcomes. The following findings were obtained: 1. Information exchange does exist between teachers' thinking and teaching behaviors, and plays a key mediating role; 2. The positive effects of ''experience sharing'' and ''self-reflection'' on ''teaching plan,'' ''classroom management,'' and ''professional competence'' were found. The findings and conclusions can be used as a reference for subsequent research and provide a direction for thinking about the teaching field and teaching practice.