| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 97 === Abstract
The purpose of this study was to investigate the relationship between teacher self-efficacy and collective teacher efficacy among junior high school teachers in Taiwan. A total of 747 teachers responded to the Junior High School Teacher Efficacy Questionnaire. The descriptive statistics and hierarchical linear modeling were used to analyze data.
The major findings were as follows:
1. On average junior high school teachers believed themselves to have some influence on student engagement, instructional practices, and classroom management.
2. On average junior high school teachers believed that teachers as a whole had some influence on student discipline and instructional strategies in their respective schools.
3. There was no significant difference in the level of teacher self-efficacy among different junior high schools.
4. Teachers’ number of years in teaching, gender, education level, marital status, and post could predict teacher self-efficacy significantly.
5. Both school location and school size could not predict teacher self-efficacy significantly.
6. Collective teacher efficacy could predict teacher self-efficacy significantly.
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