A Study of Collective Teacher Efficacy in Elementary Schools

• Main Authors: Yen-Her Huang, 黃彥和
• Other Authors: Shu-Hui Chang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/68464743104847574495

碩士 === 中原大學 === 教育研究所 === 93 === Abstract The purpose of this study was to understand the current state of collective teacher efficacy and to investigate the relationship among teacher’s perception of school situation, teacher’s self-efficacy and collective teacher efficacy as the function of various background variables. Eight hundred and twenty teachers were sampled from sixty-six public elementary schools in Taoyuan County. The response rate was 80.9%, and the valid cases were 646. The instruments were “Perception of Instructional Situation Questionnaire” and “Collective Teacher Efficacy Questionnaire in elementary school.” The major findings were as the following： 1. The current state of collective teacher efficacy in Taoyuan County was above average. There were significance differences of four factors of collective teacher efficacy. The sequences were “Learning Guide”, “Instructional Practice”, “Instructional Design”, and “Situational Application”. 2. Teachers with less than 1 year teaching experience have higher collective teacher efficacy than teachers with more years of teaching experience (6 to 10-year, 11 to 20-year and over 21-year teaching experiences). 3. Teachers with less than 1 year teaching experience had higher “Instructional Design” and “Situational Application” of collective teacher efficacy than teachers with 11 to 20-year and over 21-year teaching experiences. They had higher “Learning Guide” and “Instructional Practice” of collective teacher efficacy than teachers with more years of teaching experience (6 to 10-year, 11 to 20-year and over 21-year teaching experiences). 4. Schools with 13 to 24 classes and 25 to 48 classes had higher collective teacher efficacy than schools over 49 classes. 5. Schools with 13 to 24 classes and 25 to 48 classes had higher “Instructional Design” and “Instructional Practice” than schools over 49 classes. Schools with less than 12 classes and 13 to 24 classes have higher “Situational Application” of collective teacher efficacy than schools over 49 classes. 6. There was no significant difference of collective teacher efficacy and four factors between teachers of urban district and teachers of rural district. 7. There was significant canonical correlation between collective teacher efficacy and teacher’s perception of student characteristics, parent support, professional sharing, school principal support, curriculum reform. There is a positive relationship between collective teacher efficacy and teacher’s perception of student characteristics, parent support, professional share, school principal support, curriculum reform. 8. There were significant canonical correlations between collective teacher efficacy and teacher’s self-efficacy. Based on the results of the study, suggestions were proposed for school administrators and teachers. Keyword：collective efficacy、self efficacy、social cognitive theory、teachers’ belief、teachers’ perception of professional competency