A Study on Impact of Instructional Action Research on Teacher Efficacy of High School Teachers

• Main Authors: Chia Hui Chiu, 邱佳慧
• Other Authors: 張德銳
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/62879001229753185979

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所 === 95 === This study aims at exploring the impact of instructional action research on teacher efficacy of high school teachers. The purposes of this study are as below: First, to review the basic concept and content of instructional action research and teacher efficacy. Second, to examine whether instructional action research impacts the teacher efficacy of high school teachers. This study employs the quasi-experimental design and semi- structural interview. The population consists of 60 high school teachers, 30 in the treatment group, and the other 30 in the comparison group. The treatment group participates in instructional action research course, and finishes the action research project while the comparison group doesn’t. Results are analyzed by using the statistics of ANCOVA. In addition, a semi-structural interview is applied to collect the perception of 10 teachers in the treatment group about the process and impact of instructional action research on their teacher efficacy. Based on the result of quasi-experimental design and semi-structural interview, the main findings of this study are as follows: 1. No significant differences exist between groups in the performance of instructional efficacy. 2. No significant differences exist between groups in the performance of student assessment efficacy. 3. No significant differences exist between groups in the performance of class management efficacy. 4. No significant differences exist between groups in the performance of parent-teacher communication efficacy. 5. There are significant differences between groups in the performance of instructional innovation efficacy. 6. No significant differences exist between groups in the performance of environment changing efficacy. 7. The treatment group’s teachers do instructional action research in collaborative approach, and express the value of instructional action research. According to the findings of this study, this author proposes several suggestions for educational administration agencies, high schools, high school teachers, and further study respectively.