| Summary: | 碩士 === 國立中正大學 === 教育研究所 === 89 === The main purpose of this study is to probe the context of teacher efficacy, its source and the coherence in any situation. A qualitative research design was employed in this study to gather data and analysis date. The researcher observed a confident being a high teacher efficacy teacher as the case in a high school for a case study, and observed two of her classrooms. The researcher gathered data of “ teacher efficacy ” from classroom observation, interviews, and some related documents. The result of the above study as below :
1. The teacher efficacy inclusion teaching efficacy, classmate management efficacy, and the efficacy of proving pluralistic option to adjust students’ philosophy.
2. The source of teacher efficacy inclusion the support of school administration and coworker, good emotion management, and improving profession actively.
3. Teacher efficacy is fluctuant.
4. The relation between teacher efficacy and students’ studying achievement isn’t clear.
5. The relation between teacher efficacy and Teacher’s role isn’t clear.
Key words:
Teacher efficacy 、 Self-efficacy 、 Coherence of efficacy 、 Qualitative research、High school teaching
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