| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 89 === Abstract
The purpose of this study was to explore the present state of the sense of teacher efficacy in public kindergarten teachers as it relates to their background and subjective perception variables. The aim of this study was (1) to understand the condition of the sense of teacher efficacy in public kindergarten teachers, (2) to investigate the differences in teachers’ sense of efficacy among public kindergarten teachers with diverse background variables (the teachers’ attribute and schools’ attribute variables), (3) to analyze the relationships between the subjective perception variables (the job characteristics perception and the social evaluation perception variables) and the teachers’ efficacy sense, (4) to explore the predictive power of the diverse background variables and subjective perception variables for the teacher efficacy sense, (5) to compare the attitudes toward children, instruction and work between high and low sense of teacher efficacy, (6) based on the results of this study, the researcher proposed several suggestions for improving the sense of teacher efficacy in kindergarten teachers.
This study adopted both questionnaire survey and interview methods. The participant’s questionnaire survey included 354 public kindergarten teachers in Taiwan. The instruments employed were The Scale of Kindergarten Teachers’ Efficacy, The Scale of Job Characteristics Perception, and The Scale of Social Evaluation Perception. The quantitative data obtained were analyzed by Descriptive Statistics, t-test, Hotelling’s T2, One-Way MANOVA, Product-moment Correlation, Canonical Correlation Analysis and Stepwise multiple regression analysis. The participants in the interview for understanding the different attitudes toward children, instruction and work between high and low sense of teacher efficacy were 10 high and low efficacy sense teachers.
Major findings of this study are summarized as follows:
1. The public kindergarten teachers possessed higher teachers’ efficacy sense.
2. There were significant differences in the teachers’ efficacy sense of the public kindergarten teachers with the diverse teachers’ attribute variables.
3. There were relationships between the subjective perception variables (the job characteristics perception and the social evaluation perception variables) and the teachers’ efficacy sense.
4. There were significant differences in the teachers’ efficacy sense of the public kindergarten teachers with the diverse job characteristics perception and the social evaluation perception variables.
5. Number of working years, diploma and class grade background variables, skill variety, task importance, task autonomy, task feedback of the job characteristic perception variables, and the social evaluation perception variables could predict the sense of teacher efficacy of the kindergarten teachers.
6. There were differences in opinions and attitudes toward children, instruction and work between high and low sense of teacher efficacy.
Finally, according to the results and conclusions of this study, the researcher proposed several suggestions to the kindergarten teachers, the kindergartens, the teacher education institutes, the educational administration institutions, and for future study.
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