An envaluation study on how 360-degree feedback affect the guidance practice teacher’s self-efficacy

• Main Authors: Meng-Shu Chiu, 邱盟淑
• Other Authors: Sieh-Hwa Lin
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/88031631541432766580

碩士 === 國立臺灣師範大學 === 輔導研究所 === 93 === Recently, many important educational policies and programs, like ”Teaching, Discipline and Consultation(3in1) Experiment Program”, ”Grade 1-9 Curriculum”, ”psychologist alternative”, all influence guidance practice teachers’ professional self-efficacy. The research use the pioneer technique of 360-degree feedback to explore the need, assessment, and generalization in agreement with the tendency of age, hoping analy deeply, get the progressive usage in professional academy. The reseach is belong to quasi-experimental method of quantitative reseach. The guidance practice teachers who practice in Taipei county and city in 93 acdemic year accept 360-degree feedback back and forth to test professional self-efficacy improvement, and compared to the control group, totally 60 persons. The questionnaire answering data were processed and analyzed by using descriptive statistics, t-test, one-way ANOVA, and ANCOVA. The results display as follows: (1)Guidance practice teachers are satisfied with practice schools and practice on teaching, tutoring, and administration. (2)Guidance practice teachers can accept vicarious experience and verbal persuasion of Bandura’s theory from practice schools, and have great professional self-efficacy and five items. The influence of the five items about self-efficacy is: ”Guidance Value belief” > ”Guidance Promote belief” and ”Guidance Skill belief” > ”Guidance Process belief” and ”Guidance Ability belief”. On the item ”Guidance Promote belief”, teachers who teach the main course respond more positively than whom teach the relative one. (3)360-degree feedback does not effectively affect professional self-efficacy, but gets the progress on ”Guidance Process belief”. (4) Teachers receive 360-degree feedback respond more positively than whom are estimated from teacher-training organizations. Last, further suggestions are raised for educational authorities, teacher-training organizations, school authorities, guidance practice teachers, and future researchers.