A Study of Relationship between Self-Efficacy of Creative Teaching and Creative Teaching Behaviors for Teachers in the Science and Technology Domain in Taipei Municipal Junior High Schools

• Main Authors: Pei-Yun Lo, 羅珮芸
• Other Authors: 張仁家
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/z9h87g

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 99 === The study aimed to investigate self-efficacy of creative teaching and creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools. Based on the objectives, the study used the questionnaire survey. By the result of literature discussion, the study established the research construction first; the instrumentation contained “the questionnaire of school resources”, “the questionnaire of self-efficacy of creative teaching”, “the questionnaire of creative teaching behaviors.” The objects were teachers in the science and technology domain in Taipei municipal junior high schools in 2010. 468 teachers were stratified and randomly selected. 388 copies of questionnaire issued were returned and the effective return ratio was 82.9%. The data was analyzed by statistical methods of reliability analysis, factor analysis, descriptive statistics, t-test, one–way ANOVA, Pearson’s product-moment correlation and multiple regression analysis. The major findings are as follows: 1.The performance of self-efficacy of creative teaching for teachers in the science and technology domain in Taipei municipal junior high schools is in the higher level as a whole and in every perspective; and “the self-recognition” is in the top level. 2.The performance of creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools is in the higher level as a whole and in every perspective; “the formation of creativity” is in the top level. 3.Self-efficacy of creative teaching and creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools make significant differences in the majority in terms of different background elements. 4.School resources have significantly positive influence on self-efficacy of creative teaching for teachers in the science and technology domain in Taipei municipal junior high schools. 5.School resources have significantly positive influence on the creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools. 6.The self-efficacy of creative teaching for teachers has significantly positive influence on the creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools. 7.School resources have no adjustable effect on the relationship between self-efficacy of creative teaching and creative teaching behaviors for teachers in the science and technology domain in Taipei municipal junior high schools. According to the major findings and conclusions, suggestions for teachers, schools, as well as future studies are provided at the study.