| 摘要: | 教師可以說是整個班級經營中的靈魂人物，教師本身親師溝通的能力、班級管理技巧與情緒管理等，都在在影響著教師的整體效能。因此以雲嘉南地區教師作為研究對象，進一步探討教師效能之影響因素。在 2011年10~ 12 月間共發出問卷300份，回收210份（回收率70%），扣除填答不完整與無效，問卷共8份，有效問卷數為202份，回收率為67.33%。所得資料以 SPSS 及 AMOS 統計軟體進行統計分析。 研究結果顯示，情緒管理、班級經營、親師溝通與教師效能間呈顯著正相關；教師壓力與教師情緒管理、班級經營、親師溝通、教師效能間呈顯著負相關，表示身為一位老師本身因為工作壓力所帶來的負面效應會影響其自身在班級經營上、親師溝通以及教師效能上帶來負面影響。其次，教師情緒正向直接影響教師效能，教師壓力負向直接影響教師情緒管理，教師親師溝通正向直接影響教師效能，教師情緒正向直接影響班級經營，教師班級經營正向直接影響親師溝通，以上關聯皆達顯著水準。教師效能之分佈情形，顯性別在教師效能沒有顯著差異， 婚姻狀況在教師效能上有顯著差異，已婚者平均值低於未婚，代表未婚教師在教師教學上效能較好；學歷在教師效能上沒有顯著差異；職務在教師效能上亦無顯著差異；年齡在教師效能上無顯著差異；導師年資在教師效能上沒有顯著差異；班級規模在教師效能上有顯著差異，班級數越多效能越好。本研究希望透過以上分析，提出相關建議，作為提升教師效能之教育行政管理參考。
The teacher is considered the soul in the whole classroom management. The teacher''s parent-teacher communication ability, classroom management skills, emotion management and other capabilities are all affecting the overall efficacy of the teacher. Education is not merely the transmission of knowledge, but also the journey of interpersonal interactions. Therefore the study further explored the factors of teacher efficacy with teachers in Yunlin, Chiayi, and Tainan areas as research objects. There were 300 questionnaires distributed during October to December in 2011, and 210 questionnaires collected, after eliminating the incomplete and invalid 8 ones there were 202 effective questionnaires collected, the response rate was 67.33%. The obtained data was put into statistical analysis through SPSS and AMOS statistical software. The result shows that the emotion management, classroom management, and parent-teacher communication all present significant positive correlation with teacher efficacy, while the teacher pressure present negative correlations with teacher emotion management, classroom management, parent-teacher communication, and teacher efficacy. It explains that the working pressure and its accompanied negative effects will negatively affect a teacher''s classroom management, parent-teacher communication, and teacher efficacy. Secondly, the teacher emotion directly and positively affects the teacher efficacy, the teacher pressure directly and negatively affects the teacher emotion management, the parent-teacher communication directly and positively affects teacher efficacy, teacher emotion directly and positively affects the classroom management, and the class management directly and positively affects the parent-teacher communication. All the above correlations present significantly. The distribution of teacher efficacy shows that the gender makes no difference in teacher efficacy; however, the marital status presents significant difference in teacher efficacy. The fact that the mean value of married objects is lower than unmarried objects, it explains that the unmarried teachers perform better teaching efficacy. Education qualifications, positions, ages, and the serving year of classroom teachers make no significant difference in teacher efficacy. The classroom scale presents significant difference in teacher efficacy: the more the classroom numbers the better the efficacy. According to above analysis result, this study is expected to propose related suggestions as references for educational administrative management in improving teacher efficacy. |
