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題名 教師自我效能感研究:以桃園縣本地國小英語教師為例
Sense of Self-efficacy: A Study of Nonnative Public Primary Teachers in Taoyuan
作者 黃曉君
Huang, Hsiao Chun
貢獻者 余明忠
Yu, Ming Chung
黃曉君
Huang, Hsiao Chun
關鍵詞 國小英語教師
自我效能感
英語能力
教學法
primary NNETs
self-efficacy
language proficiency
pedagogic strategies
日期 2012
上傳時間 2-Sep-2013 17:44:05 (UTC+8)
摘要 本研究旨在調查桃園地區英語教師之教學效能感，且探究英語教師本身英語能力、面對的環境、學校、學生等因素對其教學效能感和英語教學策略的影響。
本研究以問卷調查法進行，對象為桃園縣188所公立小學的542名英語教師為主。依層級抽樣法，正式問卷發出460份，收回有效問卷384份，收回率達83.5%。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、多元迴歸、皮爾生相關係數分析、獨立樣本t考驗、單因子變異數分析及薛費事後法分析，獲得結果簡述如下：
1.桃園縣英語教師之教學效能感普遍呈現中上趨勢。
2.英語教師之英語能力以英語閱讀能力最好，口說與聽的能力較弱。
3.教學上，教師偏向溝通式教學法。
4.所有影響教師效能感的因素中，教師過去的成功經驗最具正面影響力。
5.負面的情緒(例如:過多的壓力、有違意願的課堂安排)有損教師效能感。
6.教師教學效能、英語教學法運用因本身英語能力的影響，呈現正向的關係。
根據問卷調查結果，本研究最後提供教學上相關建議以供參考。
This study aims to explore self-efficacy, English language proficiency, the proclivity of their pedagogical strategies and their relationships among the elementary school EFL teachers in Taoyuan. The questionnaire survey method has been employed, and based on stratified sampling method, there were 384 teachers involved in this research (response rate 83.5%).
The results show:
1. The EFL teachers rated their self-efficacy in teaching English at a moderate level, their teachers’ self-reported language proficiency best in receptive skill—reading, proclivity of pedagogical strategy in language class toward CLT approach.
2. Among the 13 antecedents checked, Master experience was found to be the most powerful factor to influence teachers’ efficacy formation. Students’ learning motivation plays a significantly reciprocal impact on teachers’ efficacy beliefs in general, efficacy for student engagement, and teachers’ aptitude to employ CLT approach in their classroom.
3. Finally, the higher proficient the teachers rated themselves the more efficacious they felt in teaching English and in employing communicative language teaching approach.
The suggestions were provided in the end of the study with an aim to help the teachers understand better about their self-efficacy beliefs and the concerned trainers design more suitable teacher training programs for the elementary EFL teachers.
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描述 碩士
國立政治大學
英語教學碩士在職專班
98951009
101
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0098951009
資料類型 thesis
dc.contributor.advisor 余明忠zh_TW
dc.contributor.advisor Yu, Ming Chungen_US
dc.contributor.author (Authors) 黃曉君zh_TW
dc.contributor.author (Authors) Huang, Hsiao Chunen_US
dc.creator (作者) 黃曉君zh_TW
dc.creator (作者) Huang, Hsiao Chunen_US
dc.date (日期) 2012en_US
dc.date.accessioned 2-Sep-2013 17:44:05 (UTC+8)-
dc.date.available 2-Sep-2013 17:44:05 (UTC+8)-
dc.date.issued (上傳時間) 2-Sep-2013 17:44:05 (UTC+8)-
dc.identifier (Other Identifiers) G0098951009en_US
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/59626-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 98951009zh_TW
dc.description (描述) 101zh_TW
dc.description.abstract (摘要) 本研究旨在調查桃園地區英語教師之教學效能感，且探究英語教師本身英語能力、面對的環境、學校、學生等因素對其教學效能感和英語教學策略的影響。
本研究以問卷調查法進行，對象為桃園縣188所公立小學的542名英語教師為主。依層級抽樣法，正式問卷發出460份，收回有效問卷384份，收回率達83.5%。問卷回收後資料以統計軟體SPSS 18.0進行敘述性統計、多元迴歸、皮爾生相關係數分析、獨立樣本t考驗、單因子變異數分析及薛費事後法分析，獲得結果簡述如下：
1.桃園縣英語教師之教學效能感普遍呈現中上趨勢。
2.英語教師之英語能力以英語閱讀能力最好，口說與聽的能力較弱。
3.教學上，教師偏向溝通式教學法。
4.所有影響教師效能感的因素中，教師過去的成功經驗最具正面影響力。
5.負面的情緒(例如:過多的壓力、有違意願的課堂安排)有損教師效能感。
6.教師教學效能、英語教學法運用因本身英語能力的影響，呈現正向的關係。
根據問卷調查結果，本研究最後提供教學上相關建議以供參考。		zh_TW
dc.description.abstract (摘要) This study aims to explore self-efficacy, English language proficiency, the proclivity of their pedagogical strategies and their relationships among the elementary school EFL teachers in Taoyuan. The questionnaire survey method has been employed, and based on stratified sampling method, there were 384 teachers involved in this research (response rate 83.5%).
The results show:
1. The EFL teachers rated their self-efficacy in teaching English at a moderate level, their teachers’ self-reported language proficiency best in receptive skill—reading, proclivity of pedagogical strategy in language class toward CLT approach.
2. Among the 13 antecedents checked, Master experience was found to be the most powerful factor to influence teachers’ efficacy formation. Students’ learning motivation plays a significantly reciprocal impact on teachers’ efficacy beliefs in general, efficacy for student engagement, and teachers’ aptitude to employ CLT approach in their classroom.
3. Finally, the higher proficient the teachers rated themselves the more efficacious they felt in teaching English and in employing communicative language teaching approach.
The suggestions were provided in the end of the study with an aim to help the teachers understand better about their self-efficacy beliefs and the concerned trainers design more suitable teacher training programs for the elementary EFL teachers.		en_US
dc.description.tableofcontents Acknowledgments……………………………………………………………………iii
Table of Contents…………………………………………………………………….iv
List of Figures /Tables. ……………………………………………………………....vi
Chinese Abstract…..……………………………...………..………….…...………..viii
English Abstract……….…………………………………...………………..…….…ix
Chapter 1: Introduction……………………………………………………….…….…1
Background and Motivation………………………………………..…….………1
Purposes of Study…………………………………………………...…………...4
Chapter 2: Literature Review……………………………………………….................5
Conceptual Framework………………………………………..………………...5
Nature and Definition of Beliefs…………………………………………...5
Definition of Sense of Self-efficacy……………………...……...................7
Application of Sense of Self-efficacy in Education……...…........................8
Two Root Conceptual Theories of Teacher Self-efficacy………..................9
Measurement of Teachers’ Sense of Efficacy…………………………………..12
Concept of Cyclical Formation of Teacher Efficacy Beliefs.……………..12
Bandura’s Sources of Teacher Self-Efficacy Beliefs……………………...13
Previous Studies on Teachers’ Self-efficacy and EFL Domains…….................16
Contextual Factors and Background Variables …………..........................17
EFL Teachers’ Language Proficiency .…………………………………...20
Teachers’ Practices versus Teachers’ Self-Efficacy Beliefs…....................22
Students’ Achievements versus Teachers’ Self-Efficacy Beliefs.………...25
Phenomena of English Education in Taiwan ……………………………….....26
English Education Policy and Principles .……………………..…......…..26
Channels of Recruitment of Primary EFL Teachers…….……..…...….....27
Difficulties in the Language Classroom of Primary Schools ….……….....28
A Missing Link to Teachers Self-Efficacy ……….………….….………...……29
Research Hypotheses………………………...….…………….…………...…..30
Research Questions……………………….….…………….…………...…31
Chapter 3: Methodology…………………………...….…………….…………...….33
Research Structure…………………………...….…………….…………...…..33
Participants……………………………………….…………….…………...….34
Instrument. ……………………………………...….………….…………...….35
Pilot Study ……………………………………...….……………………...…...44
Data Analysis…………………………………...….………….…………...…...45
Research Procedure……………………………...….………….…………...….46
Chapter 4: Results…………………………………...….…………….………...……49
Research Question 1…………………………...….…………….………...…….49
Research Question 2…………………………...….…………….………….…..58
Research Question 3…………………………...….…………….………...……70
Chapter 5: Discussion …………………………...….…………….…………...….…75
Levels of EFL Teachers’ Self-efficacy and Teachers’ Language Proficiency, and their Pedagogical Strategies in Taoyuan ……………..…………………….......75
Effects of Antecedents on Teachers’ Self-Efficacy and Pedagogical Strategies……………………………………………..…………………………82
Relationships among EFL Teachers’ Self-Efficacy, Language Proficiency, and Pedagogical Strategies ........................................................................................92
Chapter 6: Conclusions ...............................................................................................99
Summary of Major Findings ...............................................................................99
Theoretical Implications ...................................................................................100
Pedagogical Implications ..................................................................................100
Limitations of the Study ....................................................................................102
Suggestions for Future Studies .........................................................................103
References .................................................................................................................104		zh_TW
dc.format.extent 1121915 bytes-
dc.format.mimetype application/pdf-
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0098951009en_US
dc.subject (關鍵詞) 國小英語教師zh_TW
dc.subject (關鍵詞) 自我效能感zh_TW
dc.subject (關鍵詞) 英語能力zh_TW
dc.subject (關鍵詞) 教學法zh_TW
dc.subject (關鍵詞) primary NNETsen_US
dc.subject (關鍵詞) self-efficacyen_US
dc.subject (關鍵詞) language proficiencyen_US
dc.subject (關鍵詞) pedagogic strategiesen_US
dc.title (題名) 教師自我效能感研究:以桃園縣本地國小英語教師為例zh_TW
dc.title (題名) Sense of Self-efficacy: A Study of Nonnative Public Primary Teachers in Taoyuanen_US
dc.type (資料類型) thesisen
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