國小教師教學信念、教學實踐、教學效能及相關因素之研究

A Study of Teaching Beliefs, Teaching Practice, Teaching Effectiveness and Related Factors of Elementary School Teachers

本研究旨在探討國小教師教學信念、教學實踐、教學效能及相關因素。採用量化問卷調查法，以全國國小正式教師為研究對象，並以分層隨機立意取樣，發放1056份問卷進行資料蒐集，回收有效問卷997份，所得數據資料以SPSS及AMOS等統計軟體進行統計分析。依據分析結果，所得結論如下：
一、教師的「教學信念」、「教學實踐」與「教學效能」具有中高程度以上的感知。
二、國小教師的教學信念因不同性別、服務年資及學校規模而具有顯著差異。
（一）女教師在教學信念中的「課程目標」高於男教師。
（二）服務21年以上的教師在「教學信念整體」、「課程目標」、「教學方法」皆高於16-20年的教師。
（三）學校規模25-36班的教師在教學信念中的「課程目標」高於學校規模12班以下的教師。
三、國小教師的教學實踐因不同年齡、學歷、現任職務、學校規模及學校所在區域而具有顯著差異。
（一）年齡51歲以上的教師在「教學實踐整體」高於41-50歲的教師。
（二）研究所以上畢業的教師在教學實踐中的「教學評量與回饋」高於教育大學（含師院）畢業的教師。
（三）職務為導師的教師在教學實踐中的「班級經營與互動」高於科任教師及兼任行政的教師。
（四）學校規模13-24班、25-36班及37班以上的教師在教學實踐中的「課程規劃與實施」皆高於學校規模12班以下的教師。
（五）北區的教師在「教學實踐整體」、「課程規劃與實施」及「教學評量與回饋」皆高於南區的教師、中區的教師在「教學實踐整體」、「班級經營與互動」及「教學評量與回饋」皆高於南區的教師、中區的教師在「班級經營與互動」則高於東區的教師。
四、國小教師的教學效能因不同年齡、服務年資、職務、學校規模、學校所在區域而具有顯著差異。
（一）年齡51歲以上的教師在教學效能中的「教學計畫準備」高於41-50歲的教師。
（二）服務11-15年的教師在教學效能中的「教學計畫準備」高於16-20年的教師。
（三）兼任行政的教師在教學效能中的「教學計畫準備」高於導師。
（四）學校規模25-36班的教師在教學效能中的「師生關係建立」高於學校規模12班以下的教師。
（五）北區的教師在教學效能中的「教學計畫準備」高於南區的教師。
五、教師教學信念、教學實踐與教學效能之間呈現中高度正相關且具正向預測力。
六、教師教學信念、教學實踐與教學效能之結構方程模式達配適程度且具有影響效果。
七、教師教學信念在教學實踐與教學效能之間具有部分中介效果。

The purpose of this study is to explore the teaching beliefs, teaching practice, teaching effectiveness, and related factors of elementary school teachers. A quantitative questionnaire survey method was employed, targeting formal elementary school teachers nationwide. Stratified random purposive sampling was used, and a total of 1056 questionnaires were distributed for data collection. 997 valid questionnaires were collected. The collected data were analyzed using statistical software such as SPSS and AMOS. Based on the analysis results, the following conclusions were drawn:
1.Teachers’ perceptions of ’’teaching beliefs’’,’’ teaching practice’’ and ’’teaching effectiveness ’’ were found to be at a moderate to high level.
2.Elementary school teachers’ teaching beliefs vary significantly based on gender, years of service, and school size.
(1) Female teachers have higher ’’curriculum goals’’ in their teaching beliefs compared to male teachers.
(2) Teachers with more than 21 years of service have higher overall ’’teaching beliefs’’, ’’curriculum goals’’ and ’’teaching methods’’ compared to teachers with 16-20 years of service.
(3) Teachers from schools with a size of 25-36 classes have higher ’’curriculum goals’’ in their teaching beliefs compared to teachers from schools with a size below 12 classes.
3.Elementary school teachers’ teaching practice vary significantly based on age, education level, current position, school size, and geographical location.
(1) Teachers aged 51 and above have higher overall ’’teaching practice’’ compared to teachers aged 41-50.
(2) Teachers with a graduate degree or higher have higher ’’teaching assessment and feedback’’ in their teaching practice compared to teachers who graduated from universities of education (including college of preceptors).
(3) Teachers who serve as homeroom teachers have higher ’’classroom management and interaction’’ in their teaching practice compared to subject teachers and teachers who also have administrative roles.
(4) Teachers from schools with a size of 13-24 classes, 25-36 classes, and 37 classes and above have higher ’’curriculum planning and implementation’’ in their teaching practice compared to teachers from schools with a size below 12 classes.
(5) Teachers from the northern region have higher levels of ’’overall teaching practice’’, ’’curriculum planning and implementation’’ and ’’teaching assessment and feedback’’ compared to teachers from the southern region. Teachers from the central region have higher levels of ’’overall teaching practice’’,’’classroom management and interaction’’ and ’’teaching assessment and feedback’’ compared to teachers from the southern region. Teachers from the central region have higher levels of ’’classroom management and interaction’’ compared to teachers from the eastern region.
4.Elementary school teachers’ teaching effectiveness varies significantly based on different factors such as age, years of service, position, school size, and geographical location.
(1) Teachers aged 51 and above have higher ’’teaching plan preparation’’ effectiveness compared to teachers aged 41-50.
(2) Teachers with 11-15 years of service have higher ’’teaching plan preparation’’ effectiveness compared to teachers with 16-20 years of service.
(3) Teachers with administrative roles have higher ’’teaching plan preparation’’ effectiveness compared to homeroom teachers.
(4) Teachers from schools with a size of 25-36 classes have higher ’’classroom management and interaction’’ effectiveness compared to teachers from schools with a size below 12 classes.
(5) Teachers from the northern region have higher levels of ’’teaching plan preparation’’ effectiveness compared to teachers from the southern region.
5.There is a moderate to high positive correlation and positive predictive power between teachers’ teaching beliefs, teaching practice, and teaching effectiveness.
6.The structural equation model of teachers’ teaching beliefs, teaching practice, and teaching effectiveness demonstrates a good fit and has an influencing effect.
7.Teachers’ teaching beliefs partially mediate the relationship between teaching practice and teaching effectiveness.