Teacher's Efficacy of Senior High School Teachers in Regular Classes─In the Case of 12-Years EPPSD

• Main Author: 林秀泓
• Other Authors: 杜正治
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/2fu98c

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士班 === 96 === The puprpose of this study was to explore teacher's efficacy of senior high school teachers in regular classes.in the case of The Twelve-Year Educational Placement Plan for students with disabilities (the 12-Years EPPSD).Questionnaire survey and descriptive methods aided with literature review surveys.were used in the study. There are 325 effective samples recollected in total. The rate of effective questionnaires is 75.45%. The questionnaire consisted of three subtests: (1) the general tacher eficacy (2) the personal teacher efficacy and （3）the personal professional efficacy. The data obtained were dealt with methods of ststistics such as the means, standard deviations, t-test and one-way analysis of variance （ANOVA）, etc. The teacher efficacy was compared across different background variables and contributing factors were explored. The conclusions of the study were as follows：(1) the teacher efficacy of senior high school teachers tended to be high. (2) Personal teacher efficacy of senior high school teachers in regular class was the higest, whereas personal professional efficacy of senior high school teachers in regular class was secondary, and prsonal teacher efficacy of snior hgh shool teachers was the lowest. （3） Different background variables indicated different teacher efficacy. Five background variables (i. e., age, background of special education, field of teaching, size of school, and domains of disabilities in teaching) showed significant differences in teacher efficacy. Based on the outcome of the study, recommendations were proposed to improve teacer efficacy.