The Relationships between Meaning of Life and Self-efficacy in Junoir High School Teachers for Kaohsiung and Pingtung counties.

• Main Authors: Ui-Chian Cheng, 鄭惟謙
• Other Authors: We-san Huang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/49191871881037705887

碩士 === 國立高雄師範大學 === 教育學系 === 96 === The Relationships between Meaning of Life and Self-efficacy in Junoir High School Teachers for Kaohsiung and Pingtung counties. Abstract This research aims at understanding the teacher's present situation in the life meaning sense and self-efficacy and difference in the personal background, probe into relation between the teacher’s life meaning sense and self- efficacy , analysis explanation of teacher's life meaning sense about self- efficacy , and give the concrete and feasible suggestions from the result. The approach to research adopts the questionnaire investigation, take the teachers, who are in public-junior-high and private schools in Kaohsiung(50) and Pingtung(42), as sample and adopt stratified purposive sampling with the scale of the school. Use the two questionnaires “teacher's life meaning sense” and “teacher’s self- efficacy” to be the study tools and send out 615 questionnaires, retrieve 566 copies, 563 valid copies, and the retrieve efficient is 92%. Analyze the data by descriptive statistics, t test, one-way ANOVA, Pearson product-moment correlation, and Stepwise regression analysis. The conclusion about this research is as follows: First, the present situation of teacher’s life meaning sense, which is upper the average, receive the highest rating in ’Social I ‘, and the lowest rating in ‘Intelligence I ‘. Second, the present situation of teacher’s self- efficacy , which is upper the average, receive the highest rating in. Third, the teacher’s life meaning sense and self- efficacy have difference because of personal backgrounds. (1) Teacher’s life meaning sense is different because of age, marital status, service seniority, position, religious belief. (2) Teacher’s self- efficacy is different because of age, marital status, service seniority. Fourth, the teacher's life meaning sense and self- efficacy are significantly related. Fifth, the teacher's life meaning sense has calculations to teacher's self- efficacy , and the most predicting variable is ‘Psychological I’, especially in ‘The ability of controlling the students’ influence between same generation’. According to conclusion, propose some suggestions: First, educational administrative organ (1) Expand the idea about the life education in order to improve teacher's self- efficacy . (2) Hold mind- growth courses to raise the teacher’s positive life meaning sense. (3) Promote the guidance skill and set up class management tactics to improve teacher's self-efficiency. Second, administration of school (1) Construct the mechanism of teacher’s guidance, and encourage the young teacher to pass the try-find period of teaching. (2) The school administration has to assist voluntarily to be the teacher's strong supporter. (3) Complete the function of the education research workgroup to promote the teacher's self-efficiency (4) Reduce the teacher's teaching burden to raise the meaning and value of life. Third, teacher's personal aspect (1) Participate in mind-growth courses as many as you can, and mold the positive life meaning sense to educate students’ natural instincts. (2) Participate in the further education actively to expand the visual field and promote the value of existence. (3) Construct the cooperation network of class and family,and condense the family's function to strengthen guidance benefit. Fourth, future research (1) Research contents: Try other variables to get more results and discoveries. (2) Research object: Expand the research object to teachers in primary school, senior high school, vocational high school, and even university. (3) Research approach: Investigate the further research again by canonical correlateion analysis; and make the research deeper by the methods of quality-interview and observing.