A Study on the Relation of Elementary Teachers' Team Learning and Teacher Efficacy in Taipei

• Main Author: 蔣宜靜
• Other Authors: 徐淑敏
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/72555578302647400763

碩士 === 臺北市立教育大學 === 社會科教育學系碩士班 === 95 === The purpose of this study is to investigate the current status and relation of teachers’ team learning and teacher efficacy in Taipei elementary schools. First, it explored the influence of teachers’ demographic variables and school environmental variables on teachers’ team learning and teacher efficacy. Second, it investigated the relationship between teachers’ team learning and teacher efficacy. Finally, it analyzed the power of prediction of teachers’ team learning to teacher efficacy. Questionnaire survey was the main research method in this study. The subject included 990 teachers randomly drawn from 143 elementary schools in Taipei. There were two survey instruments in the questionnaire, including the Teachers’ Team Learning Scales and Teacher Efficacy Scales. The data was analyzed by using descriptive statistics, t-test, one-way ANOVA, and stepwise multiple regression. The major findings were in the following： 1. The participation level to the teachers’ team learning is average. 2. There are two variables which caused the significant difference on the team learning achievement, including the number of times and the hours spent. 3. Teachers in Taipei elementary schools possess high perception of teacher efficacy. 4. There are five variables which caused the significant difference on teacher efficacy, including teachers’ gender, job, the team type, the number of times and the hours spent. 5. There are positive significant correlations between teachers’ team learning and teacher efficacy in Taipei elementary school teachers. 6. Findings show that the most effective prediction on teacher efficacy is the variable based on teachers’ team learning participation and learning achievement. Finally, the results and suggestions from this study can provide as a reference to elementary school administration, teachers, educational authority or scholars for further study.