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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 2-九月-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.參考文獻 Adedoyin, O. O. (2010). Factor analytic study of teachers’ perceptions on self-efficacy in Botswana junior secondary schools: Implications for educational quality. European Journal of Educational Studies, 2(2), 139-155.Ajzen, I. (1988). Attitudes, Personality, and Behavior. Chicago: Dorsey Press.Akbari, R., & Allvar, N. K. (2010). L2 teacher characteristics as predictors of students’ academic achievement. TESL-EJ,13(4). Retrieved from http:// tesl-ej.org/Al-Sharafi, A. H. (1998). 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TESOL Quarterly, 42(1). 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 Chung en_US dc.contributor.author (作者) 黃曉君 zh_TW dc.contributor.author (作者) Huang, Hsiao Chun en_US dc.creator (作者) 黃曉君 zh_TW dc.creator (作者) Huang, Hsiao Chun en_US dc.date (日期) 2012 en_US dc.date.accessioned 2-九月-2013 17:44:05 (UTC+8) - dc.date.available 2-九月-2013 17:44:05 (UTC+8) - dc.date.issued (上傳時間) 2-九月-2013 17:44:05 (UTC+8) - dc.identifier (其他 識別碼) G0098951009 en_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) 98951009 zh_TW dc.description (描述) 101 zh_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……………………………………………………………………iiiTable of Contents…………………………………………………………………….ivList of Figures /Tables. ……………………………………………………………....viChinese Abstract…..……………………………...………..………….…...………..viiiEnglish Abstract……….…………………………………...………………..…….…ixChapter 1: Introduction……………………………………………………….…….…1 Background and Motivation………………………………………..…….………1Purposes of Study…………………………………………………...…………...4Chapter 2: Literature Review……………………………………………….................5 Conceptual Framework………………………………………..………………...5Nature and Definition of Beliefs…………………………………………...5Definition of Sense of Self-efficacy……………………...……...................7Application of Sense of Self-efficacy in Education……...…........................8Two Root Conceptual Theories of Teacher Self-efficacy………..................9Measurement of Teachers’ Sense of Efficacy…………………………………..12Concept of Cyclical Formation of Teacher Efficacy Beliefs.……………..12Bandura’s Sources of Teacher Self-Efficacy Beliefs……………………...13Previous Studies on Teachers’ Self-efficacy and EFL Domains…….................16Contextual Factors and Background Variables …………..........................17EFL Teachers’ Language Proficiency .…………………………………...20Teachers’ Practices versus Teachers’ Self-Efficacy Beliefs…....................22Students’ Achievements versus Teachers’ Self-Efficacy Beliefs.………...25Phenomena of English Education in Taiwan ……………………………….....26English 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……………………….….…………….…………...…31Chapter 3: Methodology…………………………...….…………….…………...….33Research Structure…………………………...….…………….…………...…..33Participants……………………………………….…………….…………...….34 Instrument. ……………………………………...….………….…………...….35Pilot Study ……………………………………...….……………………...…...44Data Analysis…………………………………...….………….…………...…...45Research Procedure……………………………...….………….…………...….46Chapter 4: Results…………………………………...….…………….………...……49Research Question 1…………………………...….…………….………...…….49Research Question 2…………………………...….…………….………….…..58Research Question 3…………………………...….…………….………...……70Chapter 5: Discussion …………………………...….…………….…………...….…75Levels of EFL Teachers’ Self-efficacy and Teachers’ Language Proficiency, and their Pedagogical Strategies in Taoyuan ……………..…………………….......75Effects of Antecedents on Teachers’ Self-Efficacy and Pedagogical Strategies……………………………………………..…………………………82Relationships among EFL Teachers’ Self-Efficacy, Language Proficiency, and Pedagogical Strategies ........................................................................................92Chapter 6: Conclusions ...............................................................................................99Summary of Major Findings ...............................................................................99Theoretical Implications ...................................................................................100Pedagogical Implications ..................................................................................100Limitations of the Study ....................................................................................102Suggestions for Future Studies .........................................................................103References .................................................................................................................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/#G0098951009 en_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 NNETs en_US dc.subject (關鍵詞) self-efficacy en_US dc.subject (關鍵詞) language proficiency en_US dc.subject (關鍵詞) pedagogic strategies en_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 Taoyuan en_US dc.type (資料類型) thesis en dc.relation.reference (參考文獻) Adedoyin, O. 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