建構實習教師進行優質實習歷程影響因素之探究

Abstract

本研究的主要目的在探討「建構實習教師進行優質實習歷程的影響因素」。以編製之「實習教師對於實習輔導歷程相關教育信念看法及實習滿意情形調查問卷」，調查130位實習教師，有效樣本68份，回收率為52.3%。以SPSS因素分析統計方法，共抽取出五項因素，包括：與輔導教師看法一致性、價值澄清、開放及正向的實習環境、主動溝通的人格特質，及行動的教育信念等五項。五個因素的解釋變異量累積達到70.69%。問卷之內部一致性Cronbach’s α值為.7823。 研究結果發現：與教學滿意相關達到顯著水準的因素，涵蓋影響教師進行優質實習歷程五個因素的多數項目（正相關）。與行政滿意相關達到顯著水準者，僅有因素二（價值澄清）的一個項目（負相關）。但沒有任何一個因素與導師滿意的相關達到顯著的水準。此外，實習學校及輔導教師，有周延的計畫及有效的領導，對於實習教師的行政、導師及教學滿意的情形，均有顯著的正相關存在。 本研究也發現：除了因素二（價值澄清）外，各因素中均涵蓋能預測實習教師之行政、導師及教學滿意情形的項目。但是，實習學校及輔導教師，有周延的計畫及有效的領導，卻無法有效預測實習教師之行政、導師及教學滿意的情形。 The purpose of the research is to explore the constructing affect factors for better teacher internship process. There are 68 samples complete the questionnaire for teacher interns’ opinions of the internship process. The Factor Analysis by SPSS shows five affect factors: F1: Teacher interns and cooperative teachers share the same belief; F2: Values clarify of teaching; F3: Positive teacher internship environment; F4: Active personality; F5: Actions of education. The Extraction Sums of Squared Loadings is cumulative 70.69%. The internal reliability of the scale is .7823. The results are as follow: (1) Correlations between most of F1, F2, F4, F5 and satisfactory of teaching intern (Teaching) are positive significant; between F3 and Teaching are negative significant; (2) Correlations between F2 and the satisfactory of administrating interns (Administrating) are positive significant; (3) Correlations between the five factors and the satisfactory of tutoring intern (Tutoring) are not significant; (4) Correlations between Teaching, Administrating, Tutoring and the planning or leadership of internship are positive significant. The results also show: (1) F1, F3, F4, and F5 predict Teaching, Administrating, and Tutoring significantly; (2) Neither the planning nor leadership of internship predicts Teaching, Administrating, Tutoring significantly.