| Summary: | 碩士 === 國立臺北教育大學 === 教育學系生命教育碩士班 === 102 === This study aims to investigate the relationship between the life attitude of elementary school teachers and their teacher efficacy toward life education using “Life Attitude Scale” developed by Xie Manying (2003) and “Scale of Teacher efficacy toward life education” developed by Xu Weiting (2008). The study population is the regular teachers of national elementary schools of New Taipei City in the academic year of 2013, with a total number of 16,028. A stratified random sampling is conducted according to the school size: the 40 elementary schools are classified into 12 small schools (with less than 12 classes), 10 small and medium-size schools (with 13~36 classes), 12 medium-sized schools (with 37~72 classes) and 6 large schools(with over 73 classes). A total of 472 questionnaire are distributed, with 391 valid ones returned. The research results are shown below:
(I) The feeling of the elementary school teachers in terms of life attitude reaches middle and high level, with the “sense of being” being mostly felt, followed by “love and care”, and “independence of life” being the lowest.
(II) Their teacher efficacy toward life education is above the average, with the “teaching atmosphere” being the best, followed by “teaching attitude”, and “curriculum and teaching content” being the lowest.
(III) Their “life attitude” varies with gender, age, religious faith, participation in related studies of life education, school size and school type:
(I) Gender: female teachers score higher than male teachers do in “love and care”.
(II) Age: Teachers over 51 score obviously higher than other teachers do in “the overall life attitude”, “sense of being”, “independence of life” and “attitude towards death”.
(III) Religious faith: those who believe in “Buddhism” score higher than those who believe in “folk religions” do in “ideal”.
(IV) Participation in related studies of life education: those who have participated score higher than those who have not in “the overall life attitude”, “ideal”, “independence of life”, “love and care” and “attitude towards death”.
(V) School size: those who teach in large schools (with over 73 classes) score higher than those who teach in small and medium-sized schools (with 13-36 classes) in “attitude towards death”.
(VI) School type: those who teach in remote schools score higher than others in “ life experience”.
(IV) Their “teacher efficacy toward life education” varies with age, marriage, participation in related studies of life education, and school type:
(I) Age: Teachers aged between “41~50” score higher strikingly than other teachers in “the overall teacher efficacy toward life education”, “ teaching objectives”, “curriculum and teaching content”, “teaching attitude” and “teaching atmosphere”.
(II) Marriage: married teachers score higher than those unmarried in “ teaching objectives”.
(III) Participation in related studies of life education: those who have participated score higher than those who have not in “the overall teacher efficacy toward life education”, “teaching objectives”, “teaching strategies” and “curriculum and teaching content”.
(IV) School type: teachers of remote schools score higher than others in “curriculum and teaching content”.
(V) There is a positive correlation between the overall life attitude of teachers in national elementary schools of New Taipei City and each dimension of “Life Attitude Scale”, and the overall teacher efficacy toward life education and each dimension of “Scale of Teacher efficacy toward life education” respectively.
(VI) Using the 6 dimensions of background variables and life attitude to predict the “teacher efficacy toward life education” of teachers in national elementary schools of New Taipei City can explain 29.4% of the total amount of variation of the overall “teacher efficacy toward life education”, where the predictive power of “love and care” is the best and positive.
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