Efficacy of English Language Institute Teachers:A Case of Hsinchu City

• Main Authors: Chia-chen Chu, 鞠家珍
• Other Authors: Dr.Ya-ming Tai
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/44140456208378192056

碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 96 === Abstract This study aims to explore the present conditions of teacher’s efficacy in English language institutes, and analyze some important variables that may affect teacher’s efficacy. Descriptive methods, aided with literature reviews and surveys, were used in this study to collect information regarding teacher’s efficacy in English language institutes in Hsin-Chu City. The research used a self-developed questionnaire, which consisted of three parts: personal background information, related factors of teacher’s efficacy, and teacher’s Efficacy. Subjects were 225 teachers from 82 English language institutes. 183 valid questionnaires were returned, accounting for 81.33% of the total questionnaires distributed. The findings of this study are summarized as follows: (1) The order of teacher’s efficacy in English Language institutes is efficacy for teaching, efficacy for class management and efficacy for resisting external influences. (2) Personal background variables that affect teacher’s efficacy are age, the state of matrimony, major of study, taking the English teaching training program at school, years of teaching and the ratio of instructional hours in team teaching between English native speaking teachers and the non-English native speaking teachers. (3) The related factors that affect teacher’s efficacy are attribution of instructional achievement, high regard for teaching, member’s relationship, administration support and leadership, salary, social evaluation and the government measure. (4) The related factors that could predict teacher’s efficacy are attribution of instructional achievement, high regard for teaching, administration support and leadership, and social evaluation. Among them, social evaluation is the most effective one. Finally, based on the research findings, substantial suggestions are made to enhance teacher’s efficacy from the aspects of individual teacher, English language institutes and educational authorities.